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ENGLISH
QUARTER 2
WEEK 1
Capsulized Self-Learning Empowerment Toolkit
Schools Division Office of Zamboanga City
Region IX, Zamboanga Peninsula
Zamboanga City
“Unido, Junto avanza con el EduKalidad Cree, junto junto puede!”
Written by: JANET S. TORIBIO (T-II) Manicahan NHS (LESSON 1)
Written by: MARIFI C. BALA (T-I) Manicahan NHS (LESSON 2)
1
CapSLET
Capsulized Self-Learning Empowerment Toolkit
SUBJECT &
English 8 QUARTER 2 WEEK 1 DAY ___________________________________
GRADE/LEVEL dd/mm/yyyy
TOPIC Prosodic Features of Speech
Use the appropriate prosodic features of speech when
delivering an entertainment speech
Objectives:
LEARNING Code: * define stress and intonation;
COMPETENCY EN8OL-lia-5 * distinguish the difference between word stress and sentence
stress; and
* identify the intonation patterns used in the sentence,
whether RISING intonation or FALLING intonation.
UNDERSTAND
Prosodic Features of Speech
Prosodic Features refer to those aspects of speech which go beyond phonemes and deal with auditory
qualities of sound
Different Prosodic Features:
1. STRESS
>it can be called a grammatical device in spoken English
>it is the relative emphasis that may be given to certain syllables in a word or certain words in a phrase
or sentence. Stress is typically signaled by such properties as increased loudness and vowel length, full
articulation of the vowel, and changes in pitch.
Types of Stress
a. WORD STRESS- shows what syllable in a word is stressed
Example:
PREsent- (first syllable) a gift
preSENt- (second syllable) root word for presentation
CONtent- (first syllable) a state of satisfaction
conTENT- (second syllable) satisfy (someone)
PROject-(first syllable) an impracticable design (Noun)
proJECT-(second syllable) to extend beyond a surface (Verb)
COMbat- (first syllable) a battle, a fight (Noun)
comBAT- (second syllable) to fight with; to struggle for victory (Verb)
PERmit – (first syllable) an artifact or document rendering something allowed (Noun)
perMIT- (second syllable) to hand over, to allow (Verb)
OBject – (first syllable) a thing that has physical existence (Noun)
obJECT- (second syllable) to disagree with something or someone (Verb)
CONvict –(first syllable) a person convicted a crime (Noun)
conVICT – (second syllable) to find guilty (Verb)
Written by: JANET S. TORIBIO (T-II) Manicahan NHS (LESSON 1)
Written by: MARIFI C. BALA (T-I) Manicahan NHS (LESSON 2)
2
NOTE: Almost all two-syllable nouns have stress on the first syllable (e.g., PREsent, CONtent,
INcrease, REcord). On the other hand, most two-syllable verbs have stress on the second syllable (e.g.,
preSENT, conTENT, rePEAT, deCREASE)
b. SENTENCE STRESS- shows what word in a sentence are stressed
Example:
a. It’s a door.
b. Take a book out of the bag.
c. The dog is a faithful animal.
d. Bring me a pencil.
Italicized word/s in the sentence is the stressed word/s
NOTE: In English speech, some words are stressed, and others are not. In normal speech, all nouns,
demonstrative and interrogative pronouns, main verbs, adjectives, and adverbs are STRESSED. The
pronouns, prepositions, conjunctions, helping verbs are NOT STRESSED
2. INTONATION
> in phonetics, the melodic pattern of an utterance. Intonation is primarily a matter of variation in the
pitch level of the voice (see also tone), but in such languages as English, stress, and rhythm are also
involved. Intonation conveys differences of expressive meaning (e.g., surprise, anger, wariness).
Basic Intonation Pattern
*RISING INTONATION – is the most versatile intonation pattern. It describes when our voice rises
at the end of the sentence. It is commonly used in:
a. Question with “YES” or “NO” answer
* Did you like it?
* Is your name Bhel?
b. Requesting clarification, indicating uncertainty
* What did you say?
* ‘That’s not what you wanted, was it?’
c. Express high-energy emotions
* ‘Stop it’ (anger)
* ‘Oh my gosh, that’s amazing!’ (excitement)
* ‘Did you hear what happened! (shock)
*FALLING INTONATION - is the most commonly used, and is very important to use correctly. It
indicates completion, and often in a conversation, the other person is listening for it so that they know
when it’s their turn to speak. It is commonly used in;
a. Most statement in English
* I worked on Monday.
* It’s going to rain this weekend.
b. WH questions like “Who,” “What,” “When,” “Where,” “How.”
* How can I help you?
* What time does the show start?
* Where do you live?
Written by: JANET S. TORIBIO (T-II) Manicahan NHS (LESSON 1)
Written by: MARIFI C. BALA (T-I) Manicahan NHS (LESSON 2)
3
c. Express low energy emotions
* “Not really” (disinterest)
* “Sure that would be great” (sarcasm)
* “It’s nearly done (shock)
SAQ-1: What are the different prosodic features of speech?
SAQ-2: How important is it to follow proper prosodic features in speech?
Let’s Practice!
A. Directions: Write the word TRUE if the statement is true. Write FALSE if the statement is
incorrect. Write your answer on the space provided.
_______ 1. Stress is the relative emphasis that may be given to certain syllables in a word or to certain
words in a phrase or sentence.
_______ 2. Sentence stress shows what syllable in a word is stressed.
_______ 3. Intonation conveys differences of expressive meaning.
_______ 4. Word stress shows what word in a sentence is stressed.
_______ 5. Rising intonation is the most versatile intonation pattern.
B. Directions: Identify the intonation pattern of the following sentences. Write A if it is Rising
Intonation; B if Falling Intonation; C if Mixed Intonation and D for Falling and Rising
Intonation.
_______ 1. Are you sure?
_______ 2.Is it true or false?
_______ 3. She is sleeping.
_______ 4. Get out!
_______ 5. I am tired; can you help me?
REMEMBER
Key Points
PROSODIC FEATURES
> are those aspects of speech which go beyond phonemes and deal with auditory qualities of sound
Different Prosodic Features
1. STRESS- is the degree of force with which a syllable or a word is uttered.
Type of Stress
a. WORD STRESS- shows what syllable in a word is stressed
b. SENTENCE STRESS- shows what word in a sentence are stressed
2. INTONATION – use to express emotion and for emphasizing something.
Basic Intonation Pattern
a. FALLING INTONATION- pattern in which the voice drops to a low pitch by the end of
a statement
b. RISING INTONATION- pattern in which the voice rises to a high pitch by the end of a
statement
Written by: JANET S. TORIBIO (T-II) Manicahan NHS (LESSON 1)
Written by: MARIFI C. BALA (T-I) Manicahan NHS (LESSON 2)
4
TRY
Let’s see how much you have learned today!
A. Directions: Underline the word that should be stressed in the following sentences. If a word has two
syllables, underline the syllable that should be stressed.
Example:
We don’t need to wait for the next session.
1. My phone is empty.
2. My friend wants to buy a red car.
3. Do you prefer cake or rice?
4. He said he has a dog, not a cat.
5. You need to seek a permit.
6. The girl contests the result of the contest.
7. The truck collects the refuse daily.
8. Let’s party!
9. Please escort the guests to the room.
10. Greg bought combat for his training.
B. Directions: Determine and draw an intonation pattern, for rising intonation and
falling intonation) for the following sentences. Place it after each item.
1. The moon goes around the earth.
2. Are you afraid of the ghost?
3. What did you learn from our lesson today?
4. Is Dwaine coming with us?
5. Why are rice terraces called the stairway to heaven?
6. The earth is bigger than the moon, isn’t it?
7. Make sentences about subject-verb agreement.
8. How was the earth formed?
9. Should we pray before meals?
Have you ever gone to the movie house?
Enrichment Activity:
This is an activity for an oral exercise. Ask each student to read the given sets of sentences using the
correct intonation patterns.
DOUBTFUL or NOT SURE CERTAIN or SURE
You are planting rice. ↑ You are planting rice. ↓
She’s cooking banana. ↑ She’s cooking banana. ↓
He is harvesting vegetables. ↑ He is harvesting vegetables. ↓
They are eating fruits. ↑ They are eating fruits. ↓
We are flying kites. ↑ We are flying kites. ↓
Source: “Stress and Intonation.” LinkedInCorporationc, accessed July 13, 2020,
https://www.slideshare.net
Source: “Rising and Falling Intonation.”Scribd, accessed July 13, 2020,
https://www.scribd.com/document/383883856/Quiz-Rising-and-Falling-Intonation
REFERENCE/S
Reference for further readings:
“Rising and Falling Intonation Examples and Exercises,” Accent, last modified
March 3, 2019, https://www.accentu.com.au
Written by: JANET S. TORIBIO (T-II) Manicahan NHS (LESSON 1)
Written by: MARIFI C. BALA (T-I) Manicahan NHS (LESSON 2)
5
CapSLET
Capsulized Self-Learning Empowerment Toolkit
SUBJECT &
English 8 QUARTER 2 WEEK 1 DAY _________________________________
GRADE/LEVEL dd/mm/yyyy
TOPIC Using visual-verbal representations for expository texts
Explain visual-verbal relationships illustrated in tables,
graphs, and information maps found in expository texts.
Objectives:
LEARNING Code:
* Define the features of an expository text
COMPETENCY EN8SS-Iie-1.2
* Select information presented in expository texts to aid
understanding.
* Interpret tables and graphs from expository texts.
IMPORTANT: Do not write anything on this material. Write your answers on the Learner’s
Activity and Assessment Sheets provided separately.
UNDERSTAND
Using visual-verbal representations for expository texts
What is an EXPOSITORY TEXT?
• Expository text is a type of informational text that provides factual information about a topic
using a clear, non-narrative organizational structure with a major topic and supporting
information. It includes text features that support or enhance the text, such as photographs,
illustrations, captions, charts, diagrams, tables, graphs, and timelines.
Read the text below and study the different presentations on the number of intangible heritage list
around the world by UNESCO. This is an example of expository writing.
What is Intangible Cultural Heritage?
• The term ‘cultural heritage’ has changed content considerably in recent decades, partially owing
to the instruments developed by UNESCO. Cultural heritage does not end at monuments and
collections of objects. It also includes traditions or living expressions inherited from our
ancestors and passed on to our descendants, such as oral traditions, performing arts, social
practices, rituals, festive events, knowledge, and practices concerning nature and the
universe or the knowledge and skills to produce traditional crafts.
The Intangible Heritage List
The List of Intangible Cultural Heritage in Need of Urgent Safeguarding is composed of intangible heritage
elements that concerned communities and States Parties that require urgent measures to keep them alive.
Inscriptions on this list help to mobilize international cooperation and assistance for stakeholders to
undertake appropriate safeguarding measures. In 2009, the committee inscribed 12, and 4 elements in 2010.
In 2011, it inscribed additional 11 elements.
1. The Representative List of the Intangible Cultural Heritage of Humanity is made up of those
intangible heritage practices and expressions help demonstrate the diversity of this heritage and raise
awareness about its importance. It aims at ensuring better visibility of the intangible cultural heritage
and raising awareness of its importance while encouraging dialogue that respects cultural diversity.
The Committee incorporated 90 elements in 2008 (items formerly proclaimed Masterpieces) and
inscribed 76 elements in 2009 and 47 elements in 2010. In 2011, 19 new elements have been
added to the list.
2. The Register of Best Safeguarding Practices includes programs, projects, and activities on the
national, sub regional and/or international levels that the Committee considers to best reflect the
principles and objectives of theWritten by: JANET
Convention. S. at
It aims TORIBIO
ensuring(T-II) Manicahan
exchange NHS (LESSON
and cooperation at the 1)
Written
international level for programs with by: MARIFI
proven success inC.safeguarding
BALA (T-I) intangible
Manicahancultural
NHS (LESSON
heritage. 2)
Three programs were selected for the Register in 2009 by the Intergovernmental Committee for the
Safeguarding of the Intangible Cultural Heritage. In 2011, five more programs were added to the
6
2. The Register of Best Safeguarding Practices includes programs, projects, and activities on the national,
sub regional and/or international levels that the Committee considers to best reflect the principles and
objectives of the Convention. It aims at ensuring exchange and cooperation at the international level for
programs with proven success in safeguarding intangible cultural heritage. Three programs were selected
for the Register in 2009 by the Intergovernmental Committee for the Safeguarding of the Intangible Cultural
Heritage. In 2011, five more programs were added to the list.
3. Following the sixth session of the Committee for the Safeguarding of the Intangible Cultural Heritage,
held in Bali, Indonesia, in November 2011, there are 27 elements on the List of Intangible Cultural Heritage
in Need of Urgent Safeguarding, 232 elements on the Representative List of the Intangible Cultural Heritage
of Humanity, and 8 programs included in the Register of Best Safeguarding Practices.
(Source:“Intangible Cultural Heritage List,” Department of Education, accessed June 2020, http://www.unesco.org/culture/ich/en/lists/)
SAQ-1: True or False. On the blanks, write T if the statement is TRUE and F if FALSE.
_________1. Expository text is an example of a narrative text.
_________2. Expository text gives factual information.
_________ 3. Charts and illustrations support expository texts.
_________ 4. Short stories are examples of expository texts.
_________5. Expository texts are very long.
SAQ-2: Agree or Disagree. On the blanks, write A if you agree with the statement and D is you
disagree.
_________1. Cultural heritage can be monuments and collections of objects.
_________2. It also includes traditions or living expressions inherited from our ancestors and passed
on to our descendants.
Traditions and living expressions include:
_________3. Performing arts
_________4. Rituals
_________5. Nature and the universe
Let’s Practice!
Directions: Study the graph and table, then answer the questions that follow by encircling the letter of
the correct answer.
Bar Graph of UNESCO Intangible Heritage List
1. Which parts of the text are being
presented here?
a. List of Intangible Cultural
Heritage in Need of Urgent Safeguarding
b. Representative List of the
Intangible Cultural Heritage of Humanity
c. Register of Best Safeguarding
Practices
d. All of the above
Written by: JANET S. TORIBIO (T-II) Manicahan NHS (LESSON 1)
Written by: MARIFI C. BALA (T-I) Manicahan NHS (LESSON 2)
7
What is the trend in:
2. Urgent safeguarding list?
a. increase
b. decrease
c. no progress
3. Representative list?
a. increase
b. decrease
c. no progress
4. Register of best safeguarding practices?
a. increase
b. decrease
c. no progress
REMEMBER
Key Points
Expository text is written to provide information about a topic, including a historical or scientific topic.
As mentioned, most expository texts feature graphs, charts, pies, and maps to enhance the text.
TRY
Let’s see how much you have learned today!
Directions: Study the pie chart then answer the proceeding questions by encircling the letter of the
correct answer.
Pie Chart for UNESCO Intangible Heritage List
1. Which parts of the text are being presented here?
a. the pie represents the years with recorded data of
safeguarding the intangible heritage.
b. the pie represents the persons with recorded data of
safeguarding the intangible heritage.
c. the pie represents the things with recorded data of
safeguarding the intangible heritage.
d. the pie represents the years UNESCO did not have any
recorded data on intangible heritage.
2. What year has the biggest record in safeguarding the intangible heritage?
a. 2008
b. 2009
c. 2010
d. 2011
3. What year has the least record in safeguarding the intangible heritage?
a. 2008
b. 2009
c. 2010
d. 2011
4. Is there an increase in the percentage of elements listed for each year?
a. yes
b. no
c. maybe
d. no enough information given
Written by: JANET S. TORIBIO (T-II) Manicahan NHS (LESSON 1)
Written by: MARIFI C. BALA (T-I) Manicahan NHS (LESSON 2)
8
Source: Fountas I. Pinnell, Teaching with Fiction and Nonfiction Portsmouth:
Heinemann, 2012, 23-24.
Source: “Intangible Cultural Heritage List,” Department of Education, accessed June
2020, http://www.unesco.org/culture/ich/en/lists/
(Source: “Expository Text,” Inobasol Ninth, last modified April 22, 2019,
REFERENCE/S
https://inobasoltenth2019.blogspot.com/2019/04/expository-text.html?m=0
More sources for further readings:
“Expository Text,” Inobasol Ninth, last modified April 22, 2019,
https://inobasoltenth2019.blogspot.com/2019/04/expository-text.html?m=0
“Reading Charts, Graphs and Diagrams from Non-Fiction Texts,” Education.com,
last modified March 2020, https://www.education.com/lesson-plan/charts-and-
graphs-and-diagrams-oh-my/
This learning resource contains copyrighted materials. The use of which has not
been specifically authorized by the copyright owner. We are making this
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available for the learners about the learning continuity plan of this division at
this time of the pandemic.
DISCLAIMER
Credits and respect to the original creator/owner of the materials found in this
learning resource. This material is not intended for uploading nor for
commercial use, but purely for educational purposes and for the utilization of
Zamboanga City Division only. No malicious infringement is meant by the
writer.
Written by: JANET S. TORIBIO (T-II) Manicahan NHS (LESSON 1)
Written by: MARIFI C. BALA (T-I) Manicahan NHS (LESSON 2)
