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Competency : Indicate the organs of speech and description of each organ as far as
possible
Lesson - 1
2.
Objectives
At the end of the lesson, you will be able to :
1.1
1.2
2.2
i.
v.
ii.
vi.
iii
vii.
iv
viii.
i. ............................................................................................................
............................................................................................................
ii. ..........................................................................................................
............................................................................................................
iii. ...........................................................................................................
............................................................................................................
iv. .........................................................................................................
..........................................................................................................
3.
Content
The organs, which take part in the production of speech sounds, are called speech
organs. When we speak, air comes out through the lungs and it is interfered at
various places for the production of sounds. Sounds cannot occur without air. The
following diagram shows the main organs of speech.
Lips
7. Epiglottis
2.
Teeth
8.
Pharynx
3.
Alveolar ridge
9.
Soft palate
4.
Tongue
10. Uvula
5.
Larynx
6.
Vocal cords
The soft palate is also called velum. It is the roof of the mouth. It separates
the oral and nasal cavity. The last part of the soft palate is called uvula. When
it is lowered, the nasal sounds (/m, n, /) are produced. When it is raised, the
air passes out through the oral cavity and the oral sounds (/p, t, k, s, etc/) are
produced.
The tongue
The tongue is an important organ of speech. It has the greatest variety of
movement. It is divided into four parts: the tip, the blade, the front and the
back. The number of vowels is produced with the help of the tongue. Vowels
differ from each other because of the position of the tongue.
The lips
The upper lip and lower lip help to produce bilabial sounds /p, b, m/. If they
are held together, the sounds produced in that position are bilabial stops : / p,
b/. If the lips are held together, they produce different vowels.
The teeth
The teeth take part in the production of consonant sounds. The upper teeth
only take part in the production of speech sounds. The lower teeth don't take
part for the production of sounds. The sound produced with the help of the
upper teeth are called dental sound (, r)
The alveolar ridge is the part between the upper teeth and the hard palate. The
sound produced with the tongue touching the alveolar ridge is called alveolar
sounds, e.g. /s/, /t/, /d/, etc.
Producing different speech sounds depends on the movement of speech
organs. It is essential to know the movement and the placement of each organ
to produce particular sounds. The above descriptions and functions of the
organ of speech help you to guide students to produce the consonants and
vowels in a right way.
4.
Self-evaluation
4.1 Write the functions of the following organs:
a.
the tongue
b.
the lips
c.
the soft palate
d.
the teeth
a.
b.
c.
d.
4.2
5.
b.
c.
d.
The sounds produced with the help of the upper teeth are called ...
sounds
e.
/k/ is produced with the help of the ........... part of the tongue.
Summary
5.1
5.2
The organs that take part in production of speech sounds are called speech
organs.
5.3
6.
The main speech organs are - the tongue, the lips, the palates, the vocal
cords, etc.
Instructions
Listen to the tape in the contact session and repeat after the tape to produce the
sounds that are made with the help of different organs of speech.
7.
Feedback
Check your answer for the exercise 4.1 and 4.2 :
4.1 Answer i) The tongue helps to produce different vowels and touches alveolar ridge,
hard palate and soft palate to produce consonant sounds.
ii) The lips are used to produce bilabial sounds.
iii) The soft palate makes oral and nasal sounds.
iv) The upper teeth help to produce dental sounds.
4.2
Answer a. velum
b. /k/, /g/, //
d. dental
e. back
c. lips
If you have given correct answer for all, you did excellent.
Congratulations. If you have found any mistake, please go to the related
sections and review them and try to answer again.
Unit 4 : Stress
Competency : Demonstrate words with different syllables and read with correct
intonation patterns and rhythm.
This unit deals with the stress pattern on a word or a sentence. It has two lessons. Lesson
one presents the rules of words stress where as Lesson two deals with the sentence
stress.
Lesson - 1
2.
Objectives
At the end of the lesson, you will be able to :
1.1
1.2
1.3
record (V)
ignore
photograph
present (Adj)
advise
develop (V)
nation
record (N)
education
typist
invent
husband
about
development
2.2
Explain any two rules of putting the stress on the words with some examples.
I.
II.
3.
Content
Stress is the extra force that we apply when we pronounce a particular word. The
stressed syllable of a word is pronounced with more force than the surrounding
syllables of that word. For example in the word photographer (pho-'to-gra-pher) /
ftugrf /, the second syllable /t / is stressed so it should be pronounced
with the extra force. Here are some rules to use stress in the given words (stress on
the basis of syllables)
3.1
Nouns/Adjectives
'absent
'conduct
'contract
'digest
'import
'increase
'object
'project
'produce
'progress
'record
'subject
Verbs
ab'sent
con'duct
con'tract
di'gest
im'port
in'crease
ob'ject
pro'ject
pro'duce
pro'gress
re'cord
sub'ject
'water
English
'English
many
'many
thousand
'thousand
leakage
'leakage
teacher
'teacher
father
'father
3.2
prevent
pre'vent
contain
con'tain
suggest
sug'gest
collapse
co'llapse
3.3
If a word is of there syllables and is a verb, the stress generally falls on the
second syllable :
de'termin
di'minish
de'velop
con'tinue
con'tribute
dis'tribute
3.4
If a word is of more than three syllables. The stress generally falls on the third
syllable of the word from the end:
de-'mo-cra-cy
de'mocracy
u-ni-'ver-ci-ty
uni'versity
cer-'ti-fi-cate
cer'tificate
3.5
in-di-vi-'dua-li-ty
indivi'duality
re-spon-si-'bi-li-ty
responsi'bility
e-lec-'tri-ci-ty
elec'tricity
If the word is a noun or adjective and has the following prefixes, the
stress falls on the first syllables, e.g.
ab-
'abdicate, 'absence
ap -
'applicant, 'appetite
com -
'combat, 'comfort
de-
'delicacy, 'debit
per -
'percept, 'perish
pre -
'predicate, 'preface
sub -
'subscript, 'substance
sym -
'symbol, 'sympathy
3.5.2 The words having the following suffixes are stressed on the syllable
immediately preceding them:
- ian
elec'trician, co'median
3.5.3
- ion
con'dition, edu'cation
- ium
'calcium, 'premium
If the words have the following suffixes, the stress falls on that
suffixes:
- ean
Euro'pean
- ee
trus'tee, addres'see
- eer
engi'neer, profi'teer
- oo
- oon
bam'boo, sham'poo
bal'loon.
3.5.4
The words with the following endings are stressed on the following
syllable before them:
- ental
'dental, pa'rental
- ential
es'sential, exis'tential
- ician
lo'gician, ma'gician
- cracy de'mocracy
- graphy bi'ography
- logy
3.5.5
bi'ology
The words with the following endings have the stress on the first
syllable, e.g.
- let
'booklet, 'ringlet
'beautiful, 'useful
3.5.6
- ive
'active, 'passive
- fy
'simplify, 'certify
The words with the following endings have the stress on the last
syllable.
- ee
pa'yee
- een
can'teen
- eer
engi'neer
- oon
bal'loon
[Listen to all the above rules and words on the radio or tape]
4.
Self-evaluation
4.1
4.2
5.
6.
develop
canteen
balloon
employee
mother
teacher
photograph
preserve (v)
subject (adj)
migrate
relate
devise
husband
physics
Summary
5.1
Stress can be simply defined as the extra force that we apply when we
pronounce a particular word. The stressed syllable of a word is pronounced
with more force than the surrounding syllables of that word.
5.2
5.3
If a word is of there syllables and is a verb, the stress generally falls on the
second syllable. If a word is of more than three syllables, the stress generally
falls on the third syllable of the word from the beginning.
Instructions
Go through the textbook of Grade V and group 10/10 words under the following
heading on the cardboard as a project work and bring it in the contact sessions for
the discussion.
7.
Feedback
Check your answer for the exercise 4.1 and 4.2 :
4.1
4.2
Answer a.
second syllable
b.
first syllable
c.
third syllable
Answer in'vent
de'velop
can'teen
ba'lloon
emplo'yee
'mother
'teacher
'photograph
pre'serve
'subject
mi'grate
re'late
de'vise
'husband
'physics
If you have given correct answer for all, you did excellent.
Congratulations. If you have found any mistake, please go to the related
sections and review them and try to answer again.
Lesson - 2
2.
3.
Objectives
At the end of the lesson, you will be able to :
4.1
4.2
read out the sentences with correct stress, intonation patterns and rhythm.
2.2
2.3
Which tone do you use to read out commands (shut the door.) in the
classroom?
Content
If stress is given to a syllable in an isolated word, it is called the word stress. You
learnt the word stress in the previous lesson. If the stress is given to the syllable in
sentences, they are called the sentence stress. The sentences should be read out with
correct intonation patterns and rhythm. These three features : stress, intonation and
rhythm are called suprasegmental features. These three features are described
below;
3.1
Sentence Stress
In sentences, there are important words and structural words. The important
words are nouns, adjectives, main verbs, adverbs, and interrogative pronouns.
Nouns - (book, education, society, .................)
Adjectives - (clever, intelligent, happy, .............)
Adverbs - (slowly, beautifully, ...........)
Main Verbs - (play, singing, written, ..........)
Demonstrative & interrogative pronouns (what, which, this, that, these, those)
We use stress only on important words. ( ' ) is marked on a stressed syllable.
Generally we don't use stress on structural words (prepositions, articles,
conjunctions, etc) e.g.
I have 'found my 'book.
'What do you 'think of the 'weather ?
'This 'bus 'generally 'arrives 'late;
In the above sentences, 'found', 'what', 'think', 'weather', 'this', 'bus', 'generally',
'arrives' and 'late' are important words and 'I', 'have', 'my', 'do', 'you', 'of' and 'the' are
structural or grammatical words.
The important words in a sentence are produced with more force and more time.
The unstressed syllables are produced without any proper emphasis. In the sentence
'I've found my book', the words 'found' and 'book' are produced with more force.
Some rules :
'More' and 'most' are not stressed when they occur as adverbs but they are
stressed when they occur as adjectives.
It's the most 'dangerous 'thing.
It's a more 'dangerous 'thing.
'Most 'bears are 'black.
Auxiliary verbs are not stressed, but they are stressed when they are used with
the contracted form of 'not' or when they come initially or finally. i.e.
I 'haven't 'done the work.
'Can you 'help me?
'Yes, I 'can.
Listen to the tape or the radio for the sentence stress.
3.2
Intonation patterns
Intonation and stress are related with each other because the stressed syllables
are said generally with the high pitch and the unstressed syllables are
produced with the low pitch. So the feature of rising and falling of the pitch
while speaking the sentence is called intonation. These variations are called
tones. When the pitch of the voice is rising, it is called the rising tone. When
the pitch of the voice is falling, it is called the falling tone. These two tones
can come in sentences in sequence. So we have different types of tones. They
are ;
i.
ii.
iii.
iv.
v.
vi.
Some rules
Each tone is related with the particular type of sentences :
I.
Use the falling tone (the glide down) for the complete statements
It was 'quite 'good
I 'wouldn't 'mind 'seeing it a'gain
II.
III.
IV.
Use the rising tone with the statements that end with the questions.
You like it?
You 'can't go?
V.
VI.
X.
XI.
Use the rising tone (glide - up) for the greetings and good bye 'Good / morning.
'Good / bye.
'Good / night.
XII. Use the falling tone (glide - down) for the short questions.
'Did you ?
Has she ?
Listen to the tape or the radio for the actual understanding of
intonation patterns.
3.3
Rhythm
Rhythm involves the feature of the regular occurrence of stressed syllables in
a sentence at regular intervals. It has been often claimed that English speech
is quite rhythmical. The stressed syllables of a sentence are pronounced
carefully at regular intervals whether there are unstressed syllables or not.
Whereas the unstressed ones are crowded together between the stressed
syllables. If we give more time to produce unstressed syllables and less time
to produce stressed syllables, the speech becomes rhythm less.
So the feature of rhythm suggests that the time taken by each stressed syllable
to the next tone to be the same. Since unstressed syllables are produced fast
along with the stressed syllables, all the grammatical words, which are
generally unstressed, have weak forms. If they are produced in a connected
speech, their weak forms are used. If they are produced alone, their strong
forms are used. Here are some weak and strong forms:
Word
strong
weak
and
/nd/
/n/
but
/bt/
/bt/
him
/hIm/
/Im/
he
/hI/
/i:/
has
/hz/
/z/
/eI/
//
an
/eIn/
/n/
them
/em/
/m/
her
/h:/
/:/
have
/hv/
/v/
are
/a:(r)/
//
Self-evaluation
4.1
4.2
He writes a letter.
b.
c.
d.
e.
Did she do it ?
b.
c.
d.
e.
5.
Has she?
Summary
5.1
If the stress is given to the syllable in sentences, they are called the sentence
stress. The sentences should be read out with correct stress, intonation and
rhythm.
5.2
In sentences, there are important words and structural words. The important
words are nouns, adjectives, main verbs, adverbs, and interrogative pronouns.
The structural words are article, preposition, conjunction, etc.
5.3
6.
Instructions
Listen to the tape or the radio in the contact session and read the sentences with the
cassette.
7.
Feedback
Check your answer for the exercise 4.1 and 4.2 :
4.1 Answer a.
He 'writes a 'letter.
b.
'Boys were 'playing 'football.
c.
'Can you 'sing a 'song?
d.
I 'haven't 'gone to 'school.
e.
'Did she 'do it ?
4.2
Answer a.
b.
c.
d.
e.