Eng8 - Q1 - Mod3 - Listening Comprehension - Version3 PDF
Eng8 - Q1 - Mod3 - Listening Comprehension - Version3 PDF
Eng8 - Q1 - Mod3 - Listening Comprehension - Version3 PDF
Listening Comprehension
Department of Education ● Republic of the Philippines
English - Grade 8
Alternative Delivery Mode
Quarter 1- Module 3 – Listening Comprehension
First Edition, 2020
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Management Team
Chairperson: Jesnar Dems S. Torres, PhD, CESO VI
Schools Division Superintendent
Pablito B. Altubar
CID Chief
Members
Levie D. Llemit, PhD – EPS – I English
Leah L. Tacandong - Instructional Supervisor
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II
Lesson 1:
Listening for important points signalled by prosodic features of speech…………….1
What’s New
Activity 1: Let’s Speak! ............................................................................. 1
Activity 2: Let’s Show ............................................................................... 1
What Is It ………………………………………………………………………….2
What’s More ……………………………………………………………………...4
What I Have Learned
Activity 3: Emphatic Stress ....................................................................... 6
What I Can Do……………………………………………………………………6
Lesson 2:
Determining how volume, projection, pitch, stress, intonation, juncture… …9
What’s In
Activity 1: Let‘s Analyze ......................................................................... 9
Activity 2: Suspension of Speech by three Symbols of Juncture ........... 9
What’s New ………………………………………………………………………10
What Is It ………………………………………………………………………….11
What’s More
Activity 3: Intonation ........................................................................... 13
Activity 4: Pick Out .................................................................................. 13
What I Have Learned
Activity 5: Inferring the Function of Utterance ……………………………14
What I Can
Activity 6: Expressing, Utilizing Variations of Tone ……………………..15
Lesson 3:
Noting the changes in volume, projection, pitch, stress, intonation,
juncture, and rate of speech that affect meaning …………………..16
What’s In …………………………………………………………………………..16
What’s New
Activity 1: Produce the Word.................................................................... 16
What Is It ………………………………………………………………………… 18
What’s More …………………………………………………………………….. 19
What I Have Learned
Activity 2: Inferring the Function of Utterance ...................................... 20
What I Can Do……………………………………………………………………21
Summary ............................................................................................................................21
Assessment: (Post-Test) ..................................................................................................22
Key to Answers .................................................................................................................................. ...24
References ........................................................................................................................................... ...25
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What This Module is About
Listening is one of the four macro skills in language learning; the others are speaking,
writing, and grammar skills. Dorothy Grant Hennings (1978) suggests that listening in the
classroom can be an active, involved process with students reacting and responding rather
than passively receiving. Active listening goes beyond reception and even retention of words
and ideas heard. It requires listeners to do something with those words and ideas to express
themselves in some ways.
Your verbal ability is among the most important skills you possess. Throughout your
life, all kinds of situations from the classroom to the board room, people form their opinions of
you based on how you speak and how you write. Understanding how to use words effectively
can boost your confidence and pave your way to success in school, in business, in your social
life – in every area where communication is important.
1973 Reader’s Digest Asia Ltd.
i
Icons of this Module
ii
What I Know
A. Listen to each sentence and identify the word that is correctly stressed.
B. Which stressed word fits to the description given? Write the letter of your
answer.
6. a black-feathered bird a. bláckbird b. black bírd
C. Identify the content word whether it is a noun or a verb in each sentence and
determine whether it is a question or a statement.
13. a. A true friend will not deSERT his/her friend in times of trouble.
b. Sahara DEsert can be found in Africa.
iii
Lesson Listening for important points
signaled by prosodic features of
1 n
speech
What’s New
3. Did your mother put your black pants away from you?
What is it?
2
(https://www.slideshare.net/majorieashleycalar/prosodic-featuures-of-speech)
What’s More
When speaking to someone, you do not consider “what you say” but also “how to say
it,” Your tone and tempo reveal your attitude towards a person, idea or event. Tone refers to
the stress and pitch, while tempo refers to the rate of words spoken per minute.
3
The tone of your voice indicates your feelings. Some of the common tones of voices
are: excited, urgent, bitter, ironic, serious, irritated, exuberant, annoyed, sarcastic, anxious,
eager, sad and cheerful.
The tempo of your speech also indicates your feelings and meaning of what you are
saying. It refers to the combination of stressed and unstressed syllables uttered without in a
breath stream called a rhythm unit. When you pause after each rhythm unit, it is usually for
one of three reasons; to make the meaning clear; to emphasize a point, and in a long sentence,
simply to enable the speaker to catch his breath.
a. “Feel at home”
- excited - sarcastic - ironic
b. “Goodbye”
- sad - joyful - urgent
c. “Come again”
- exuberant - frightened - sincere
2 Read the following rhythm units. Observe rhythm beat. Rhythm units
are bounded by slanting lines.
/an old man/ / a card/
/a kind of old man/ / a birthday card/
/he is a kind of old man/ / a simple birthday card/
Certain words may be stressed to indicate contrast and intensity. This stress
is called emphatic stress.
Example: She nệver quárrels.
Normal stress on quarrels indicates an ordinary statement of fact.
However when we say
Read the following sentences and note how an idea is intensified by using
emphatic or unusual stress.
4
3. a. She is driving her ôwn cár. [statement of fact]
b. She is driving her ówn câr. [emphasis on ownership of the car]
To show contrast the emphatic stress is used on the first contrasting item.
1. She is a sínger, not a piânist.
2. She is at the líbrary, not at the cantêen.
3. Dr. Hernandez is an éducator, not a physîcian.
speech. Junctures may be classified into close juncture that separates words, or
utterance.
5
Conversation of Kristine and Milton.
Let a pair at home do the conversation and take down notes how stress,
pitch, juncture, voice projection and intonation affect the meaning.
KRISTINE: Hello?
MILTON : Hi, this is your cousin Milton. Would you like to join us in exploring
Masbate City?
KRISTINE: Masbate City? Is it the place noted for its San Antonio de Padua
Cathedral?
MILTON : You are right, Kristine. Please join us. Inform Aunt Sophie about it.
KRISTINE: Of course, I will. What does the place offer?
MILTON : It offers explorations into a virgin frontier with a host of natural
wonders, caves, fine white beaches, and hilly terrains.
KRISTINE: How do we get there?
MILTON : We can reach the place by air, by land, or by sea. Tell Aunt Sophie not
to worry for everything will be taken care of.
KRISTINE: I’ll do that. Well, count me as one in the group.
MILTON : Hurrah! I’m so happy.
Questions:
• What is the topic of the conversation?
• What do they feel?
• How do you know their feelings?
7
Emphasize the following points when reading the conversation.
1. Stress pattern refers to the emphasis given on a particular word or syllable which
is pronounced more forcefully.
e.g. - explore Masbate City
- reach the place
2. Intonation is the rising or falling pitch of the voice when somebody says a phrase
or a sentence, or it is the rising and falling pattern of voice.
3. Juncture refers to the break between one spoken word and another, or the
pronunciation features that help recognize the break distinguishing e.g. between
“gray day” and “grade A.”
4. Tone of the voice is the general quality or character as an indication of what the
person is feeling or thinking.
What I can do
Let your sister or brother do this conversation with you for mastery.
8
Lesson Determining how volume,
projection, pitch, stress, intonation,
2 juncture, and rate of speech as
n
carriers of meaning
What’s In
9
ACTIVITY 2: Let’s Verbalize
STRESS: Choose the letter which corresponds to the meaning of the
sentence given. Write the letter of your choice.
1. He has no chauffeur.
a. Hé is driving the blue car.
b. He is dríving the blue car.
c. He is driving the blue cár.
2. She is not the oldest daughter.
a. Shé is the youngest daughter of Mr. Racho.
b. She is the yóungest daughter of Mr. Racho.
c. She is the youngest dáughter of Mr. Racho.
3. Her major field of study is economics.
a. She is taking úp economics in this college.
b. She is taking up económics in this college.
c. She is taking up economics in this cóllege.
4. A negative reaction
a. Shé is not joining us.
b. She is nót joining us.
c. She is not jóining us.
5. The papers are not in the briefcase.
a. I placed the pápers in the briefcase.
b. I placed the papers ín the briefcase.
c. I placed the papers in the bríefcase.
(Speech Improvement, Arbis & Samonte, 1996,p.15)
What’s New
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b. Spoken: There being no quorum/ the meeting was
adjourned #
Written: There being no quorum, the meeting is adjourned.
c. Spoken: However, if I cannot handle the job / I’ll ask for your
help #
Written: However, if I cannot handle the job, I’ll ask for your
help.
d. Spoken: What are their grievances #
Written: What are their grievances?
What Is It
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Pause before and after non-restrictive clause:
Examples:
1. Mrs. Rosario B. Dela Cruz // holds a doctoral degree // is my daughter.
2. Mr. Joseph Gallego // who is a member of the bar // is the incumbent
President of Bikers Club.
3. Mr. Juan Cruz // who is still a freshman // is taking up medicine in UST.
Examples:
1. A vision without action is a daydream ; # and action without vision is a
nightmare.
2. To err is human ; # to forgive is divine.
3. It is not what a man tell # but what he does # that makes him great.
4. Study your lesson ; # otherwise # I’ll fail you.
5. If you can”t say something good of your brother ; # better say nothing of
him.
(https://www.slideshare.net/joiemendoza55/juncture)
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What’s More
1
7
2
8
13
3. An utterance saying that June is leaving
a. When do you leave June #
b. When do you leave / June #
c. When do you leave // June #
4. An utterance implying that her emphatic order to act again
a. react #
b. ré + áct #
c. rè + áct //
5. An utterance indicating the defendant is talking
a. The plaintiff accused / the defendant is lying #
b. The plaintiff / accused the defendant / is lying #
c. The plaintiff accused the defendant / of lying #
(English Expressways, 2007, p 47)
7. He is talking sarcastically.
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What I can do
Listen to someone else at home say the sentences using the description in the
parentheses. Then, determine the tone used by the speaker.
15
Noting the changes in volume,
Lesson
projection, pitch, stress, intonation,
juncture, and rate speech that affect
3 meaning
n
What’s In
This activity shows the way in which the meaning of a word can change if you
stress a different syllable. This change happens with a few specific words, many of
which are listed here- it doesn’t apply to all words in the English language. Most of the
words are two syllables long – there are just a few examples with three syllables.
1. Those which keep the same general meaning, but which change from noun
to verb when the stress moves from the first syllable to the second syllable.
2. Those which change their meaning completely – most of them change from
noun to verb, but a few change to an adjective.
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There’s quite a CON-trast between their political views. (a big
CON-trast
difference)
contrast
I will compare and con-TRAST these two poems. (show the
con-TRAST
differences between them)
17
CON-tent The CON-tent of your essay is fine, but you need to
content rearrange the structure. (what it contains)
She was sitting reading a book, looking very con-
con-TENT (adj.)
TENT. (relaxed, peaceful)
What Is It
JUNCTURE in A Sentence
A change of places of juncture in the sentence logically change the
Examples:
18
5. Better go/ naked people don’t mind. (Who are naked)?
PHONETIC Boundaries
What’s More
ORAL INTERPRETATION
19
He/she makes use of the various attributes of the voice- pitch, force, rate,
and - quality to achieve vocal expression.
Adequate projection ensures that his/her audience will hear him/her.
2. Body techniques. Also called as body language, body techniques refer to the
energetic use of the different parts of the body to convey the ideas and emotions
presented in the literary piece. Body techniques include conventional gestures of
the head ( e.g. nodding and shaking), and the hands ( e.g. pointing, clenching fist,
facing palm up or down); descriptive or suggestive gestures of the hands and body
(e.g. to show size, shape); and movements (e.g. waddling like a duck, walking to
another part of the room).
Classification of Voices
Voices differ in quality, pitch, and strength. In speech, voices may be
classified as light or high, medium and dark or low.
• 1. A light voice is one which is relatively high in pitch and is
fine, buoyant, or delicate.
• 2. A dark voice is usually one which is low in pitch and is heavy,
full, and solid in quality.
• 3. A medium voice is somewhere between the light and the
dark voice
English Expressways.,2007
SUMMARY
Listening to realistic conversation in and out of the school, in the office, over the
telephone, on the campus, or in residence halls heightens your listening skills. The intention
of this module is to make the material functional and informative. The student is asked to listen
first and then to reproduce what he/she has heard as closely as possible. Aside from listening
and reproducing, the student is asked to express their thoughts to show comprehension of
what he listens to. Therefore, the student is expected to apply what he has learned in this new
material and has to work himself without depending his teachers to model it for him.
( A.L.Samonte/L.R. Arbis)
21
Assessment (Post-Test)
Multiple Choice
1. He has no chauffeur.
a. Hé is driving the blue car.
b. He is dríving the blue car.
c. He is driving the blue cár.
2. She is not the oldest daughter.
a. Shé is the youngest daughter of Mr. Racho.
b. She is the yóungest daughter of Mr. Racho.
c. She is the youngest dáughter of Mr. Racho.
3. Her major field of study is economics.
a. She is taking úp economics in this college.
b. She is taking up económics in this college.
c. She is taking up economics in this cóllege.
4. A negative reaction
a. Shé is not joining us.
b. She is nót joining us.
c. She is not jóining us.
5. The papers are not in the briefcase.
a. I placed the pápers in the briefcase.
b. I placed the papers ín the briefcase.
c. I placed the papers in the bríefcase.
(Speech Improvement, Arbis & Samonte, 1996, p.15)
JUNCTURE: Pick out the sentence which states the meaning. Write the letter.
6. An utterance expressing an invitation
a. Let’s stop / Juan #
b. Let’s stop Juan #
c. Let’s / stop Juan #
7. An utterance expressing a military roll call
a.one / two / three / four / five #
b. one // two // three // four // five #
c. one # two # three # four # five #
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a. statement d. directive
b. request e. fact question
c. yes and no question
23
Key to Answers
Pre Assessment
A.1. a B. 6 . b C.11. a. noun –question b. verb – statement
2. b 7. a 12. a. noun- statement b. verb – question
3. b 8. a 13. a. verb – statement b. noun – statement
4. a 9. b 14. a. verb – question b. noun – statement
5. b 10. a 15. a. verb – question b. noun – statement
Post Assessment
1. a 6, a 11. c
2. b 7. c 12 b
3. b 8. b. 13. a
4. b 9. a 14 d
5. b 10. a 15. e
Lesson1 Lesson 2
What I Have
Learned What’s In What’s More What I have Learned
Activity 1 Activity 1 Activity 1 Activity 1
1. c 1. a 1. c 1. bittér
2. b 2. c 2. c 2. plúmp
3. a 3. b 3. c 3. dispérsed
4. a 4. consummáted
5. a Activity 2 5 móvie
Activity 2 1. b 6. gróup
1. a 2. c 7. sarcástically
2. b 3. b Lesson 3
3. b 4. b What I have Learned
4. b 5. b 1. a 5. e
5. b Activity 6 2. f 6. a/c
1. b 3. b 7. a/c/e
2. a 4. d
3. d
4. a
5. d
6. c
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REFERENCES:
Arbis, Leticia R. and Samonte, Aurora L, Speech Improvement with Practice Exercises for
students of English as a Second Language, Quezon Avenue, Quezon City:
Phoenix Press, Inc, 1996
Bermudez, Virginia F., Ed. D et al, English Expressways. Textbook for Second Year.
G. Araneta Avenue, Quezon City: SD Publications, 2007.
Reader’s Digest Asia Ltd. Write better, Speak Better. Canada, Philippine Copyright
1973
Online Resources
n.d. https://www.engvid.com/english-resource/35-words-stress-changes-meaning.
n.d. https://www.slideshare.net/joiemendoza55/juncture.
n.d. https://www.slideshare.net/majorieashleycalar/prosodic-features-of-speech.
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