Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
SCHOOLS DIVISION OFFICE URDANETA CITY
MARIANO Q. UMIPIG NATIONAL HIGH SCHOOL
Urdaneta City, Pangasinan

A Comprehensive Module in Oral Communication in Context

Grade 11 Senior High School

Mara A. Gabriel
English Teacher
 HELLO!

“NO MAN IS AN ISLAND.”

The above quotation is one of the most famous quotes in this life. This means
that a man cannot live alone or by himself/herself. We all need companions,
friends, people to be with, persons to love, and a lot more. The only tool to make
these things happen is the presence of language. Language is a tool of
communicating; it is the vehicle of thought. Thus, the things mentioned above will
exist if we have the so-called “communication” by the use of language. In the
Philippines, dialects are used for communication to easily build a relationship from
one person to another.

This module has been designed not only for the benefit of an individual but
also to the country or community itself. This module will serve as the “window” of
society as we go through the pages. Windows of different learning aspects in the
society will be opened. Sounds exciting right? But what is really behind the making of
this module?

Filipinos especially in rural areas are not aware or knowledgeable enough

in speaking or communicating effectively and proficiently. Thus, this module
embodies the important things to be considered in communication especially in
speaking. This will definitely benefit an individual to practice his/her speaking ability
through immersing in the different activities and drills within each topic. This module
will also make individuals more comprehensive on the way they speak or utter a
certain word.

In every lesson, there is a corresponding activity or drill that must be

accomplished in order to test your learning aspects.

2|ORAL COMMUNICATION
The LEARNING MODULE

EXCITED? Oops! I have a question first.

Do you want to be one of those who are considered to be efficient,
proficient, fluent and competitive speakers?

Come on! Let’s explore the pages of knowledge and wisdom!

3|ORAL COMMUNICATION
 What will you be after accomplishing this module?

Take note of the following objectives.

You will be able to:

• Communicate effectively and confidently in a small group or public.

• Speak or utter appropriately the different vowel sounds in English.

• Establish or build a very harmonious relationship with the people

around you by means of communication.
-friendly
-camaraderie
-love

4|ORAL COMMUNICATION
 Let’s test your schemata!

Direction: Encircle the letter of the correct answer.

1. It is a close-mid front vowel sound.
A. /i/ B. /e/ C. /a/ D. /‫ﻉ‬/
2. It is an open-mid central vowel sound.
A. /ᶾ/ B. /ᶺ/ C. /D/ D. /U/
3. What vowel sound is the underline letter in this word? Peach
A. /u/ B. /O/ C. /e/ D. /i/
4. It is a kind of communication that uses the speech organs.
A. Non-verbal communication
B. Paralanguage
C. Sign language
D. Verbal communication
5. What do you call the highness and lowness of a voice?
A. Volume B. Pitch C. Duration D. Quality
6. Which of the following is referred to as the tool for communication?
A. Jargon B. Language C. Vowel D. Consonant
7. A _______ is a speech sound produced by the passage of air through the vocal tract
with relatively little obstruction.
A. Letters B. Consonants C. Punctuation D. Vowels
8. Which of the following barriers in communication is concerned with hunger?
A. Physical C. Physiological
B. Emotional D. Psychological
9. What speech organ is responsible for producing sound?
A. Larynx B. Pharynx C. Epiglottis D. Trachea
10. This organization was devised a system of transcribing the sounds of speech
which was independent whether particular or universal language.
A. International Phonetic Alphabet C. Association of Letters
B. Phonetic association D. The Vowel and Consonant Organization

5|ORAL COMMUNICATION
11. Which of the following is referred to a loudness of a voice?
A. Duration B. Quality C. Volume D. Pitch
12. Maria broke up with her boyfriend last night. She wasn’t able to answer her
friends whenever they asked her what happened. She’s also out of her mind whenever
her sister and brother asked for assistance into their assignment. Maria is
_____________ disturbed during communication process.
A. Psychologically C. Physically
B. Physiologically D. Emotionally
13. The following are aligned with the back vowel sounds EXCEPT
______________.

A. /O/ B. /‫כּ‬/ C. /∂/ D. /U/

14. Which of the following thoughts is NOT TRUE when we speak of IPA?
A. IPA is used in dictionaries.
B. IPA is merely using words not letters.
C. IPA is used in some foreign language.
D. IPA is an organization founded by Paul Passy.
15. What vowel sound is used in these groups of words? (Refer to the underlined
letter) shed, quell, bread
A. /‫ﻉ‬/ B. /ᵆ/ C. /∂/ D. /I/
16. Which of the following vowel sound is an open front vowel?
A. /V/ B. /e/ C. /∂/ D. /O/
17. The word “communication’’ came from the Latin word “communis’’ which
means _____.
A. share B. Grab C. Skip D. Tell
18. It is considered to be a ‘’one to- many’’ communication.
A. Intrapersonal B. Small group C. Electronic Communication D. Mass
communication
19. One who decodes the input is ____________.
A. Sender B. Channel C. Receiver D. Code
20. It is described as an act of producing voice through the use of vocal cords and
vocal apparatus.
A. Communication B. Speech C. Language D. Vowel

6|ORAL COMMUNICATION
 LESSON 1 COMUNICATION AS A SKILL

Let’s Discuss!

What is Communication?

Communication is the activity of conveying information.

Communication as a word has been derived from the Latin
word "communis", meaning to share. It is also a giving or exchanging of information,
signals, or messages as by talk, gestures, or writing. Another definition of
communication is that a passage or way for getting from one place to another and the
art of expressing ideas.

Figure 1. People Communicating to one another

There are two major kinds of communication:

VERBAL COMMUNICATION NON-VERBAL COMMUNICATION

• Oral and written communication. • It includes body posture, facial

• Oral communication refers to
spoken words, written
communication involves e-mails
and snail mails.
• There is a use of speech organs.
expression, body language, and
sign language.
• Gestures like smile, nod, hug, etc.
also play important roles in non-
verbal communication.
• It also includes other forms of
communication including
paralanguage, sketches, paintings,
photographs and signboards.
• There are no speech organs
involved.

7|ORAL COMMUNICATION
There are also minor Kinds of Communication

Intrapersonal Communication
-talking to oneself
-only one person is involved.
example: reflection, writing on a
diary

Interpersonal
Communication
-face-to-face
communication -two
persons are involved.
example: interview

Small Group Communication

-group-to-group communication
-maximum of 5 persons involved.

Mass Communication
/Public Speaking
-a person is talking to a large group
of people.
-one-to-many communication

8|ORAL COMMUNICATION
 ©

Electronic Communication
-the use of electricity and technology when communicating.
-example: broadcasting, phone call

© Google images

Printed Communication
-written or encoded material that conveys
meaning –example: newspaper, magazines, posts, advertisements etc.

9|ORAL COMMUNICATION
 Let’s try to be a CRITICAL THINKER!

Direction: Identify the kind of communication that has been shown in the following
scenarios. Write your answer on the space provided before each number.

________1. “I love you”, said Venus to her boyfriend.

________2. Aira is talking to herself in front of the mirror.

________3. Five students are busy talking to one another regarding the acquaintance party on

Monday.

_________4. My mother read an article in the newspaper today about “Anti-drug

Campaigns”.
_________5. The university president delivered an inspirational talk during the foundation
day.

_________6. It was announced over the radio that classes are suspended today.

_________7. Friends are chatting with each other on “facebook”.

_________8. “Why you want to enter such agency?” was the first question of the manager to

the applicant.

10 | O R A L C O M M U N I C A T I O N
 Let’s discuss!

In our previous lessons, we gained something about the nature and definition of
communication as well as the kinds of communication. We are now ready to cultivate the
elements of communication. These elements are the ones that build up communication
process.
These are the 7 elements in communication: input, sender, channel, noise, receiver,
output and code.
Elements of Communication

NOISE

INPUT SENDER CHANNEL RECEIVER NOISE

NOISE

CODE OUTPUT

NOISE
Figure 2. Communication Process

INPUT
The sender has an “intention” to communicate with another person. This intention
makes up the content of the message.

SENDER
The sender “encodes” the message.

CHANNEL
The message is sent via a channel, which can be made of a variety of materials. It is
the “means” in communication such as cellphones, letters, etc.

NOISE
The channel is subjected to various sources of noise. Noise is the “distraction”
within the communication process.

RECEIVER
The receiver “decodes” the incoming message, or expression. He "translates" it and
thus receives the message.

11 | O R A L C O M M U N I C A T I O N
OUTPUT
This is the content decoded by the receiver.

CODE
It may be positive or negative. It is important in the flow of communication such it is
the basis of consistency and success of the communication involved within both
communicators.

Communication process is sometimes unsuccessful because of some barriers. We

could categorize them with their respective characteristics. These barriers are aligned with
one of the elements of communication which is the noise. These are:

Physical and Sociological is a noise within the physical appearance of the person and
also with his society or environment.
Psychological is a noise within the behavior of an individual.
Physiological is a noise that includes hunger, thirst etc.
Emotional is a noise which an individual is in the stage of sorrow, depression,
loneliness and the like.

We could conclude that in communication, barriers or noises

are the spices and oftentimes the “roots” of misunderstandings
of the persons involved in the process.

Share it: Which among the mentioned barriers had you

experienced before? When was the last time you had such?

Answer:

12 | O R A L C O M M U N I C A T I O N
 Let’s try to be an ARTIST!

Direction: Sketch or draw a scene you had in either the classroom or school that will
show the flow of communication process. Consider the elements of the process and also the
barrier/s inserted (if there’s any). Label each element as possible.

13 | O R A L C O M M U N I C A T I O N
LESSON 2 COMMUNICATION AND SPEAKING

A. Let’s TALK all about it!

Relationship of Communication and Speaking

Communication is a massive part of our lives and is essentially one element that
makes us human. We have the ability to communicate on such a detailed level that we can
reveal everything we are thinking.

The ability to communicate is one of the most important skills we can learn. It will
not only help us in our personal lives but also in work and virtually everything we do that
requires interaction with other people or even animals.

The primary form of communication is through speaking and listening. Speech is a

learned process that is taught to us from the day we were born. By the age of 5, most children
can effectively communicate by speech and this ability develops throughout their lives. Prior
to being able to communicate via speech, babies and young children find different ways to
communicate.

Crying is the primary way that a baby will effectively communicate that he needs
something. Babies usually have different types of cries depending on what it is that they want
and the parents will soon come to recognize what it is that they need. Soon enough, facial
expressions, gestures and body language will communicate thoughts and feelings and
monosyllabic words will begin the speech process.

The Speech Organs

The various organs which are involved in the production of speech sounds are
called speech organs (also known as vocal organs). The study of speech organs helps to
determine the role of each organ in the production of speech sounds. They include the lungs,
the vocal folds, and most importantly the articulators.

14 | O R A L C O M M U N I C A T I O N
 1. The Lungs

The airflow is by far the most vital requirement for producing speech sound, since all
speech sounds are made with some movement of air. The lungs provide the energy source for
the airflow. The lungs are the spongy respiratory organs situated inside the rib cage. They
expand and contract as we breathe in and out air.
The amount of air accumulated inside our lungs controls the pressure of the airflow.

2. The Larynx & the Vocal Folds

The larynx is colloquially known as the voice box. It is a box-like small structure
situated in the front of the throat where there is a protuberance. For this reason the larynx is
popularly called the Adam’s apple. This casing is formed of cartilages and muscles. It
protects as well as houses the trachea (also known as windpipe, oesophagus, esophagus) and
the vocal folds (formerly they were called vocal cords).The vocal folds are like a pair of lips
placed horizontally from front to back.

They are joined in the front but can be separated at the back. The opening between
them is called glottis. The glottis is considered to be in open state when the folds are apart,
and when the folds are pressed together the glottis is considered to be in close state.

15 | O R A L C O M M U N I C A T I O N
The opening of the vocal folds takes different positions:

I. Wide Apart: When the folds are wide apart they do not vibrate. The sounds produced
in such position are called breathed or voiceless sounds. For example: /p/f/θ/s/.
II. Narrow Glottis: If the air is passed through the glottis when it is narrowed then there
is an audible friction. Such sounds are also voiceless since the vocal folds do not
vibrate. For example, in English /h/ is a voiceless glottal fricative sound.

III. Tightly Closed: The vocal folds can be firmly pressed together so that the air cannot
pass between them. Such a position produces a glottal stop / ʔ / (also known
as glottal catch, glottal plosive).

IV. Touched or Nearly Touched: The major role of the vocal folds is that of a vibrator in
the production of speech. The folds vibrate when these two are touching each other

16 | O R A L C O M M U N I C A T I O N
 or nearly touching. The pressure of the air coming from the lungs makes them
vibrate. This vibration of the folds produces a musical note called voice. And sounds
produced in such manner are called voiced sounds. In English all
the vowel soundsand the consonants /v/z/m/n/are voiced.

Thus it is clear that the main function of the vocal folds is to convert the air delivered
by the lungs into audible sound. The opening and closing process of the vocal folds
manipulates the airflow to control the pitch and the tone of speech sounds. As a result, we
have different qualities of sounds.

3. The Articulators

Articulators transform the sound into intelligible speech. They can be

either active or passive. They include the pharynx, the teeth, the alveolar ridge behind them,
the hard palate, the softer velum behind it, the lips, the tongue, and the nose and its cavity.

Traditionally the articulators are studied with the help of a sliced human head figure
like what to be seen on the next page of this learning module. Take a look at it.

17 | O R A L C O M M U N I C A T I O N
(i) The Pharynx: The pharynx lies between the mouth and the food passage, that is, just
above the larynx. It is just about 7cm long in the case of women and 8cm long in the case of
men.

(ii) The Roof of the Mouth: The roof of the mouth is considered as a major speech organ. It
is divided into three parts:

a. The Alveolar Ridge/Teeth Ridge: The alveolar ridge is situated immediately after
the upper front teeth. The sounds which are produced touching this convex part are called
alveolar sounds. Some alveolar sounds in English include: /t/d/.

b. The Hard Palate: The hard palate is the concave part of the roof of the mouth. It is
situated on the middle part of the roof.

c. The Velum or Soft Palate: The lower part of the roof of the mouth is called soft
palate. It could be lowered or raised. When it is lowered, the air stream from the lungs has
access to the nasal cavity. When it is raised the passage to the nasal cavity is blocked. The
sounds which are produced touching this area with the back of the tongue are called velar
sounds. For example: /k/g/.

(iii) The Lips: The lips also play an important role in the matter of articulation. They can be
pressed together or brought into contact with the teeth. The consonant sounds which are
articulated by touching two lips each other are called bilabial sounds. For example, /p/ and
/b/ are bilabial sounds in English. Whereas, the sounds which are produced with lip to teeth
contact are called labiodental sounds. In English there are two labiodental sounds: /f/ and /v/.

18 | O R A L C O M M U N I C A T I O N
 Another important thing about the lips is that they can take different shapes and
positions. Therefore, lip-rounding is considered as a major criterion for describing vowel
sounds. The lips may have the following positions:

a. Rounded: When we pronounce a vowel, our lips can be rounded, a position where
the corners of the lips are brought towards each other and the lips are pushed forwards. And
the resulting vowel from this position is a rounded one. For example, /ə ʊ/.

b. Spread: The lips can be spread. In this position the lips are moved away from each
other (i.e. when we smile). The vowel that we articulate from this position is
an unrounded one. For example, in English /i: /is a long vowel with slightly spread lips.

c. Neutral: Again, the lips can be neutral, a position where the lips are not noticeably
rounded or spread. And the articulated vowel from this position is referred to as unrounded
vowel. For example, in English /ɑ: / is a long vowel with neutral lips.

(iv) The Teeth: The teeth are also very much helpful in producing various speech sounds.
The sounds which are made with the tongue touching the teeth are called dental sounds.
Some examples of dental sounds in English include: /θ/ð/.

(v) The Tongue: The tongue is divided into four parts:

a. The tip: It is the extreme end of the tongue.

b. The blade: It lies opposite to the alveolar ridge.
c. The front: It lies opposite to the hard palate.
d. The back: It lies opposite to the soft palate or velum.

The tongue is responsible for the production of many speech sounds, since it can
move very fast to different places and is also capable of assuming different shapes. The shape
and the position of the tongue are especially crucial for the production of vowel sounds. Thus
when we describe the vowel sounds in the context of the function of the tongue, we generally
consider the following criteria:

• Tongue Height: It is concerned with the vertical distance between the upper
surface of the tongue and the hard palate. From this perspective the vowels can
be described as close and open. For instance, because of the different distance

19 | O R A L C O M M U N I C A T I O N
 between the surface of the tongue and the roof of the mouth, the vowel /i: /has to
be described as a relatively close vowel, whereas /æ / has to be described as a
relatively open vowel.

• Tongue Frontness / Backness: It is concerned with the part of tongue between

the front and the back, which is raised high. From this point of view the vowel
sounds can be classified as front vowels and back vowels. By changing the
shape of the tongue we can produce vowels in which a different part of the
tongue is the highest point. That means, a vowel having the back of the tongue
as the highest point is a back vowel, whereas the one having the front of the
tongue as the highest point is called a front vowel.

• For example: during the articulation of the vowel / u: / the back of the tongue is raised
high, so it’s a back vowel. On the other hand, during the articulation of the vowel / æ
/ the front of the tongue is raise high, therefore, it’s a front vowel.

(vi) The Jaws: Some phoneticians consider the jaws as articulators, since we move the lower
jaw a lot at the time of speaking. But it should be noted that the jaws are not articulators in
the same way as the others. The main reason is that they are incapable of making contact with
other articulators by themselves.

(vii) The Nose and the Nasal Cavity: The nose and its cavity may also be considered as
speech organs. The sounds which are produced with the nose are called nasal sounds. Some
nasal sounds in English include: /m/n/ŋ/.

20 | O R A L C O M M U N I C A T I O N
Attributes of Voice

Duration indicates the time period over which a speech occurs, or the amount of time a
certain speech process has been done.
Pitch is the highness and lowness of a voice.
Quality is the degree of the character of the voice to its peakest good sense.
Volume is the loudness of one’s voice.

Let's PRACTICE!

Read the telephone conversation and act it out with your partner. Be sure
to apply the attributes of voice.

Pedro: Hello! Good afternoon.

Berta: Hi! Good afternoon.
Pedro: May I speak to Lita, please.
Berta: Who's this?
Pedro: This is Pedro.
Berta: Just a minute, ading.
Pedro: I see. Is this manang Berta?
Berta: Yes, ading. For a while.
Pedro: Thank you, manang.
Lita: Hello Pedro. What's up?
Pedro: Hi. I have to report on Science trivia tomorrow. I lost my notes.
Lita: Give me a second. I'll get my notes. Okay. Here they are. But
there are lot to mention. Shall I send the scanned copy on your
e-mail?
Pedro: Yes, please. Thank you so much, Lita.
Lita: No problem.
Pedro: I'll send a message from my e-mail once I had received it. See
you tomorrow! Bye and thanks again.
Lita: You're welcome. Bye.

21 | O R A L C O M M U N I C A T I O N
 You had learned in this lesson how important your speech organs are in
producing sounds and to form speeches and conversations. It's time for
you to ponder things such as those people who can't speak because of
the absence of their speech organs or even their inability to produce
sounds because of their abnormalities.
Imagine you are one of them, how would you feel? How would you act?
Are you going to isolate yourself in a corner or continue striving life? In
the box below, express your feelings and respond to the mentioned
scenario. Finally, list down also your words of encouragement and inspiration to those people
who are in that situation.

22 | O R A L C O M M U N I C A T I O N
 Fundamentals of Effective Speaking

1. Acquiring the Basic Skills

• Take heart from the experience of others
• Keep your goal before you
• Predetermine your mind to success
• Seize every opportunity to practice

2. Developing Confidence
• Get the facts about fear of speaking in public
• Prepare in the proper way
• Predetermine your mind to success
• Act confident

3. Speaking Effectively the Quick and Easy Way

• Speaking about something you have earned the right to talk about through
experience or study
• Be sure you are excited about your subject
• Be eager to share your talk with your listeners
Speech, Speaker, and Audience

4. Earning the Right to Talk

• Limit your subject
• Develop reserve power
• Fill your talk with illustrations and examples
• Use concrete, familiar words that create pictures

5. Vitalizing the Talk

• Choose subjects you are earnest about
• Relive the Feelings you have about your topic
• Act in earnest

6. Sharing the Talk with the Audience

• Talk in terms of your listeners' interests
• Give honest, sincere appreciation
• Identify yourself with the audience
• Make your audience a partner in your talk
• Play yourself down The Purpose of Prepared and Impromptu Talks

7. Making the Short Talk to Get Action

• Give your example, an incident from your life
• State your point, what you want the audience to do
• Give the reason or benefit the audience may expect

23 | O R A L C O M M U N I C A T I O N
8. Making the Talk to Inform
• Restrict your subject to fit the time at your disposal
• Arrange your ideas in sequence
• Enumerate your points as you make them
• Compare the strange with the familiar
• Use visual aids

9. Making the Talk to Convince

• Win confidence by deserving it
• Get a Yes-response
• Speak in with contagious enthusiasm
• Show respect and affection for your audience
• Begin in a friendly way

10. Making Impromptu Talks

• Practice impromptu speaking
• Be mentally ready to speak impromptu
• Get into an example immediately
• Speak with animation and force
• Use the principle of the Here and the Now
• Don't talk impromptu--Give an impromptu talk

11. Delivering the Talk

• Crash through your shell of self-consciousness
• Don't try to imitate others. Be yourself
• Converse with your audience
• Put your heart into your speaking
• Practice making your voice strong and flexible

24 | O R A L C O M M U N I C A T I O N
 Let’s try to be a GOOD SPEAKER!

Here is a copy of Brutus’s speech. Memorize the piece and try to

apply the fundamentals in effective speaking with confidence. This will be
your practicum for tomorrow.

BRUTUS’s SPEECH

Romans, countrymen, and lovers! hear me for my

cause, and be silent, that you may hear: believe me
for mine honour, and have respect to mine honour, that
you may believe: censure me in your wisdom, and
awake your senses, that you may the better judge.
If there be any in this assembly, any dear friend of
Caesar's, to him I say, that Brutus' love to Caesar
was no less than his. If then that friend demand
why Brutus rose against Caesar, this is my answer:–
Not that I loved Caesar less, but that I loved
Rome more. Had you rather Caesar were living and
die all slaves, than that Caesar were dead, to live
all free men? As Caesar loved me, I weep for him;
as he was fortunate, I rejoice at it; as he was
valiant, I honour him: but, as he was ambitious, I
slew him. There is tears for his love; joy for his
fortune; honour for his valour; and death for his
ambition. Who is here so base that would be a
bondman? If any, speak; for him have I offended.
Who is here so rude that would not be a Roman? If
any, speak; for him have I offended. Who is here so
vile that will not love his country? If any, speak;
for him have I offended. I pause for a reply.

Criteria:
Stance and Posture
Facial Expression and Eye Contact
Vocal Variety
Speech Delivery

25 | O R A L C O M M U N I C A T I O N
LESSON 3 COMMUNICATION AND SPEECH WITH INTERNATIONAL
PHONETIC ALPHABET(IPA)

Hello my friend!

Do you enjoy exercising your face especially your tongue and

mouth in speaking?

Me too! It is not stressful, right? It is comforting, indeed!

NO shame and guilt! I DO SPEAKING!

Let’s STUDY!

INTERNATIONAL PHONETIC ALPHABET (IPA)

ORIGIN

The IPA was first published in 1888 by the Association Phonetique Internationale
(International Phonetic Association), a group of French language teachers founded by Paul
Passy. The aim of the organization was to devise a system for transcribing the sounds of
speech which was independent of any particular language and applicable to all languages.

A phonetic script for English created in 1847 by Isaac Pitman and Henry Ellis was
used as model for IPA.

USES

• The IPA is used in dictionaries to indicate the pronunciation of words.

• The IPA has often been used as a basis for creating new writing systems for
previously unwritten languages.
• The IPA is used in some foreign language text books and phrase books to transcribe
the sounds of language which are written with non-Latin alphabets. It is also used by
non-native speakers of English when learning to speak English.

26 | O R A L C O M M U N I C A T I O N
 Front Vowels Central Vowels Back Vowels
Symbols/key words Symbols/key words Symbols/key words
/i/ beat / u / boo

/ I / bit / 3 / birth / U / book

/ e / bait /ə /about / O/ boat

neutral
/E / bet unrounded / ˄ /but vowels /ͻ/ bought rounded
vowels vowels
/ ae/ bat /o/ box

/ a /bask / a/balm

Let’s DISCUSS!

STRONG VOWEL

1. The Vowels /i/ as in beat and /I/ as in bit

A. Production
/i/

The tongue is raised nearly to the level of the hard palate. The upper surface of the
tongue is slightly convex from side to side as a result of muscular tension. This can be felt in
the muscles under the chin also. The lips move back slightly as the sound is made. The teeth
are slightly parted. This is the high front vowel.

/I/

The tongue relaxes slightly from its /i/ position. The muscles of the tongue, lips and
face are relaxed. This is the shortest sound in English.

Let’s TRY!

B.

Long /i/ - Short /I/ /i/ - /I/

Heat Hit leap lip

Beat Bit Steal Still
Feel Fill Peal Pill
Feet Fit Heap Hip
Cheap Chip Least List
Deed Did Sheep Ship
Wean Win Seek Sick
Sleep Slip Each Itch
Leave Live Heed Hid
Feast Fist Eat It
Peak Pick Peach Pitch

27 | O R A L C O M M U N I C A T I O N
Let’s UTTER TOGETHER!

C. Phrases
leap with ease sheep in the ship live but never leave
reach the rich beat or bit peel that thing
rit in the seat feel and fill the jar dean of women
deem it wise look at the chick deep part of the pool
D. Sentences
The dean of women can`t stand the din in the hallway.
He took a dip in the deep part of the pool.
She was looking closely at the chick when it pecked her cheek.
People deem it wise to take a dim view at politician`s promise.
Sit down! And don`t leave your seat until I come back.

Let’s DISCUSS!

2. The Vowels /e/ as in bake and /Ɛ/

A. Production /e/

The jaw is lower than for /I/ and the lips and teeth are apart. The tongue at first is a
about half high in the front of the mouth. Then it glides forward to high front as /I/
this giving it a diphthong quality as in /eI/. This is a middle front tense vowel.

3. /Ɛ/

The lips are relaxed as if starting to smile. The jaw is lower than its position when
producing /e/. The tongue is mid-front.

Let’s TRY!

/e/ /Ɛ/ /e/ /Ɛ/

Mate Met Gate Get

Late Let Main Men
Bail Bell Fail Fell
Bait Bet Laid Led
Baste Best Tale Tell
Rake Wreck Braid Bread
Blade Bled Quail Quell
Waste West Shade Shed

28 | O R A L C O M M U N I C A T I O N
Let’s UTTER TOGETHER!

sell during the sale sail in the bay met a mate laid in the Gate
net for mates let the best men get a tale to tell let him bet
the late students bled to death tell a terrifying tale left at the gate

Sentences:
Let all the students in.
He bled to death after he cut his wrist with a razor blade.
Let’s build a tool shed in the shade.
Tell us a terrifying tale.
Did you get the package the mail man at the left gate?

JAZZ it out!
Make a jazz chant using the following sentences below. You can add up
words and phrases on the exercises a while back to sustain the jazz chant.
This is a group activity. Each group should have at least five (5) members.
Do this creatively as you are. Good luck!

✓ Ten big red silver bells will ring at midnight.

✓ His pet is Rin-Tin-Tin.
✓ Six little red hens will give fifty eggs.
✓ Rita and Elvie live in the city of seven hills.
✓ Nelia thinks that selling fish and shrimps gives her less income.

29 | O R A L C O M M U N I C A T I O N
 Let’s DISCUSS!
3. The Vowels /æ/ as in bat and /a/ as in bask
/æ/
The tongue is relaxed. The lips are drawn to the sides and the jaw is completely
relaxed. Muscles are tensed. The tongue in the low position behind the lower tooth
ridge.

/a/
This is used by the Americans as the first element of diphthong /aI/ as in mind,
I and eyes. The vowel /a/ is a compromised between the front vowel /æ/ and the low
back vowel
Let’s TRY!

Example the words with /æ/ sound

can lack mashed sat hatch

fancy Ann pancakes scan ad
sad fact wrapped man packed
demands bag mat cat bat
grass sand mask lant back

Let’s UTTER TOGETHER!

Phrases:

scan the can packed the apple

wrapped and bagged the cat plant at the back
added water and drank lacks ample time
hand carried angry actor

Let’s DISCUSS!

4. The VOWEL /a/ as in balm

A. Production

The tongue is about a slow a position as is likely to assume without applying

direct pressure. The mouth is wide open and the lips unrounded this is a low back, lax
vowel.

Let’s TRY!

Examples:

farm barber alarm starve army art farther

cargo scarf carve heart sergeant façade hearth
rendezvous watch guard quality father almond swamp
corsage balm alms qualms

30 | O R A L C O M M U N I C A T I O N
Let’s UTTER ALTOGETHER!
Phrases:

barber in the farm carve for art’s sake

façade near the guard rendezvous near the swamp
a cargo of scarves man in dark pants
the family doctor hack writer

PAIR-and-SHARE!
Talk with your partner (as given by your teacher) some words with /æ/ and
/a/ sounds that are often mispronounced during conversations and
speeches. List them down and think it out why they usually do such
mispronunciations. Do this for fifteen (15) minutes and share it in the
class.

31 | O R A L C O M M U N I C A T I O N
Let’s DISCUSS!

5. The vowel /o/ as in box

A. Production
The tongue is slightly higher in the back of the mouth than for the /o/ as in balm.
There is a slight rounding of the lips. The sound is produced at the back of the mouth at the
location of uvula.

Let’s TRY!
Examples:

drop cough loss mop hop

fox office glossy borrow foreign
soggy across costly offer college
odd sorry not smock chop

Let’s UTTER ALTOGETHER!

Phrases:
drop by my office a costly lost hop and mop
odd job knowledge in college across the spot
stop near the forest borrow a chopping board college drop out

Let’s DISCUSS!

6. The vowel / ͻ / as in bought

A. Production
The jaw is completely relaxed. The lips are pushed forward a little and the back of the
tongue is raised halfway to the soft palate. The sound is produced deep in the larynx.

Let’s TRY!
B. Common spellings of the words with /ͻ/ sound
A AU AW OU O OA
Walk Sauce Pawn Bought Orb Board
Scald Cause Prawn Wrought Toward Broad
Talk Autumn Claw Ought Off Coarse
War August Dawn Thought Song
Gall Audience Awe Brought Wrong
Mall Launch Pawn Nought Sort
Stall Daughter Awkward horse
Water Fraud Law

32 | O R A L C O M M U N I C A T I O N
Let’s UTTER TOGETHER!

Phrases:
The author and his daughter Applause from the audience
Thought of the automobile Claw and paw
Scald the prawn Dawn in August
Walks and talks awkwardly Sing the wrong song
Am certainly awed Often paraded in open cars
A big hole in the hall Talk of walking at the mall
Sentences:
I was awe when I heard how much he owed in the bank.
Superstars are often paraded in an open car.
He got low marks in law class.
How can you haul fish in a net with a big hole.

SPEECH on. CHOIR it out!

The following are passages gotten from English and American Writers,
N.Y.: Giunani Company, 1932. Combine them all and try it through a
speech choir. Do this in group with 7-10 members.

➢ Close all open things, Lord.

Open all closed things.
➢ The splendour falls on castle walls
And snowy summits old in story.
The long light shakes across the lakes,
And the wild cataract leaps in glory.
Blow bugle, blow, set the wild echoes flying.
Blow, bugle, answer, echoes, dying, dying, dying
➢ Nobody wants war.
➢ Paul stands tall in the hall
Feeling very very cold.
➢ Old King Cole is a merry old soul is he
And a merry old soul is he.

33 | O R A L C O M M U N I C A T I O N
 REFLECT it on.
What were the characteristics of each of the member of your group
that contributed a lot to the success of the activity that you had?
Discuss them all and arrive with a reflection.

_______________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
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___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________
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___________________________________________________________________________
___________________________________________________________________________

34 | O R A L C O M M U N I C A T I O N
Let’s DISCUSS!

7. The vowel /O/ as in boat.

a. Production
The production starts half high in the back and glides to high back. Diphthongize the
sound /O/ into/OW/ or /Ou/. The lips are well rounded. The opening between the lips is
smaller than for / /. This is a long, lax rounded sound.

Let’s TRY!
b. Examples of words with /O/ sound.
woke know wrote coat coast mole sole
bowl low show vogue tone post folk
roast cocoa goat toast coach road grow
show tow sewed beau plateau goal hole

Let’s UTTER TOGETHER!

toast the oats a vogue to show know the beau

talk over the phone oats in the bowl moaning by the road
blow the show tow the boat

Let’s DISCUSS!
8. The vowel /u/ as in boot
A. Production
The lips are rounded and protruded. The lips are open. The tongue is raised high
toward the soft palate. The sound is produced longer that the usual.
Common spelling of words with /u/ sound:
u ue oo o ou ew ui
June blue choose move route Dewey juice
rude clue room do rouge stew bruise
junior due food prove coupon crew fruit
student flu noon shoe boulevard blew recruit
prunes true school who group chew cruise
rules accrue pool tomb soup grew

Let’s UTTER TOGETHER!

Phrases:
a cruise in June prunes for food
the Junior student proves Dewey boulevard
a school and a pool soup for the group
shoe by the boulevard chewed and blew it

35 | O R A L C O M M U N I C A T I O N
 TRY it CON!

With a partner, choose one from the scenarios below and make a dialogue
conversation.
T.L.E. (Cookery) Practicum
Mother/father and daughter/son conversation for future plans
Rude students with good ones
Current events
Teenage problems with friends

36 | O R A L C O M M U N I C A T I O N
Let’s DISCUSS!
9. The Vowel /U/
This is the lax form of /U/. The lips are relaxed and the sound is Alma Grunt. The
tongue is high at the back of the mouth.
Examples of words with the / U / sound.
U OO OU O
push look would woman
put took should wolf
bull stood could wood
sure brook tour
butcher cook bush

Let’s UTTER TOGETHER!

C. Phrases
pull out of the pool put your blue suit
a soot on the sleeves of your suit book on the hood of your car
push the butcher stood and looked
cook the fruit sure that it could
sugar in the pudding cushion made of wool
a good cook book a brook in the woods

TUNE it in!
Compose a song highlighting the proper pronunciation of /U/ sound in words.
Be ready to sing it in class.

37 | O R A L C O M M U N I C A T I O N
 Reflection Time:

Think of a person who possesses characteristics of a good

speaker in your community. Point out his/her characteristics and
explain such. Then, ask yourself for a moment if he/she much
influences you in becoming one also. Write your reflections inside the
box below.

38 | O R A L C O M M U N I C A T I O N
 Let’s test HOW MUCH YOU GAINED!

Direction: Encircle the letter of the correct answer.

1. Which of the following flow of communication is correct?

A. sender receiver input code noise channel output

B. input sender channel noise output code receiver

C. channel sender code receiver output noise input

D. input sender channel noise receiver output code

2. It is considered as the “tool” for communication.

A. Vowels B. Jargon C. Language D. Consonants

3. In communication, there are things that make it unsuccessful. These are the barriers or

distraction in the process.

A. Noise B. Receiver C. Code D. Output

4. Lester made a letter of resignation in the company he’s working to. After two days, the

president approved it without hesitation. Who is the receiver of the message?

A. Company B. The President C. Lester D. Letter

5. Which of the following is NOT true about IPA?

A.IPA is used in some foreign language. C.IPA is used in dictionaries.

B.IPA is merely using words not letters. D.IPA is an organization founded by Paul Passy.

6. It is described as an act of producing voice through the use of vocal cords and vocal

apparatus.

A. Speech B. Language C. Communication D. Vowel

7. Which of the following best describes communication?

A. It is a two way process.

B. It involves the use of language and dialect.

C. It is just a way of expressing your inner sense.

D. It is a process of exchanging and expressing ideas, thoughts, and feelings.

39 | O R A L C O M M U N I C A T I O N
8. Which of the following situation is a good example of mass communication or public

speaking?

A. President Duterte delivering his SONA.

B. Meeshia facing the mirror saying “Hey! Pretty!”

C. Job interview in a call center company.

D. Vea made an excuse letter.

9. Which of the following phrases produce the /I/ and /i/ sound?

A. Beat and bit

B. Sell during sale

C. Tale to tell

D. Let him bet

10. The word “food” has a ______ sound.

A. /O/ B. /U/ C. /u/ D. /o/

11. The following words have the / ͻ / sound EXCEPT __________.

A. Walk B. Bought C. Talk D. Clock

12. Meditating of one’s self is _________ communication.

A. Interpersonal B. Intrapersonal C. Mass D. Printed

13. Social networking site such as Face book, Twitter and Friendster are examples of

__________communication.

A. Electronic B. Intrapersonal C. Interpersonal D. Public

14. The following are examples of small group EXCEPT

A. Panel discussion B. Open forum C. Debate D. Group discussion

15. It is the way a word or language is spoken?

A. Accent B. Intonation C. Pronunciation D. Stress

16. It is the loudness of a voice.

A. Pitch B. Quality C. Duration D. Volume

40 | O R A L C O M M U N I C A T I O N
17. It is the very first element and organs involved in speaking.

A. Lungs B. Tongue C. Mouth D. Pharynx

18. Which of the following words embodies the / / sound?

A. Bit B. Late C. Feet D. Set

19. Lit, sit and hit are words having the vowel sounds of _________?

A. / e/ B. /i/ C./I/ D./E/

20. Which of the following phrases produce the /u/ sound?

A. Boil the egg

B. Cook the food

C. Shoot the ball

D. Put to death

41 | O R A L C O M M U N I C A T I O N
ANSWER KEYS

PRE-TEST POST-TEST

1. B 1. D

2.A 2.C

3. D 3.A

4. C 4. B

5.B 5. B

6.B 6.A

7.D 7.D

8.C 8. A

9.A 9.A

10.A 10. B

11. C 11.D

12.D 12. B

13.C 13.A

14.B 14.C

15.A 15.C

16.C 16. D

17.A 17.C

18.D 18. D

19.C 19. C

20. B 20.B

42 | O R A L C O M M U N I C A T I O N
LET’S TRY to be a critical thinker!

1. interpersonal

2. intrapersonal

3.small group

4. printed media

5. public communication or mass communication

6. electronic communication

7. electronic communication

8. interpersonal

43 | O R A L C O M M U N I C A T I O N
 REFERENCES
http://www.wisegeek.com/what-are-speech-organs.htm
https://www.google.com.ph
google images
Houghton Mifflin Dictionary
Encarta Premium
Harmer, Jeremy. The Practice of English Language Teaching. 3rd ed. England: Longman-
Pearson, 2001. 28-35.
Yule, George. The Study of Language. 2nd ed. Cambridge: CUP, 1996. 40-50.
Varshney, Dr. R.L. An Introduction of Linguistics & Phonetics. Dhaka: BOC, n.d. 38-42.

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