TLE-CCS_G10_Q2_W7_LAS.pdf

1. Learning Activity Sheet
TLE-ICT Contact Center Services Grade 10
Second Quarter - Week 7
Name of Learner: _______________________________________________ Date:_______
Section: ________________
MELC No: N/A
MELC: CG - LO 3. Use paralanguage communication cues
3.1 Identify the importance of voice and accent in the contact center industry
3.2 Use correct vocal techniques to enhance message reception
Title of the Lesson: Accent: Phrasing
Message content is important in communication, but what is more important is the
way how you conveyed the message. In communication, one of the problems you may
encounter in speaking English is knowing when you need to pause or stop. Basically,
in reading sentences or phrases in paragraphs, comma and periods indicate the end
of a sentence or a phrase. However, there are phrases and sentences’ boundaries
that are unmarked or without punctuation which can be a huge problem for those
who are not used to speaking English. Learning to phrase words correctly will be a
great help if you are learning to speak in English. Phrasing is breaking or dividing
an utterance into breath units or thought units. It allows you to pause to catch your
breath, make your message clear and emphasize your ideas when speaking or
talking. Practicing the use of phrasing together with the correct stress, intonation,
linking, and blending of words will help you to achieve your goal to acquire a good
accent in speaking English.
Always remember in Phrasing:
1. If the sentence consists of only one thought group, the pause is no longer
needed
⮚ Name Bob Jones
⮚ Book Title A Tale of Two Cities
⮚ Prepositional Phrase in the park
⮚ Noun phrase a little white house
⮚ Simple sentence Birds fly
2. A change of places of pause in the sentence logically changes the meaning of
the sentence.
Example:
My mother said / my aunt is coming. //
(Who is coming?)
My mother said my aunt /is coming. //

2. Page 2 of 4
(Who is coming?)
/ - means a slight pause or used in commas or phrases
// - means full stop and used in period at the end of a sentence.
When do we use a slight pause?
1. When listing a series of items.
Ex: I bought a bag, clothes, and shoes at the mall.
I saw John, James, and Peter at the park.
2. To show a relation between two or more words or phrases.
Ex: "My brother, an electrical engineer, is visiting us from Iowa."
3. When there is an intervening phrase
Ex: The president, together with the secretary, is invited to attend the
party.
LEARNING ACTIVITY 1.
Direction: Listen and repeat after your teacher.
1. I want to talk to you / about something important.
2. If you give me your email address, / I will send you the information. //
3. Every time I stop by his office, / he’s too busy to talk to me.//
4. I wonder how long it will take me /to learn to speak English like you.//
5. What did you think of the new restaurant / that we went to last night?//
LEARNING ACTIVITY 2
Direction: Read the paragraph while recording your voice. Listen to your recorded
voice and observe if you pause at / and do a full stop at //.
Each language has its own music / with characteristic cadence, / rhythm, /
and inflection. // If an adult is to learn to speak a new language correctly, / he
must give full value to these peculiar qualities. // It is as if he were learning to
play / a new musical instrument. //
English is a formidable language / filled with tongue-twisting combinations of
vowels and consonants / that may be pronounced quite differently / as they occur
in various words / that look alike. //
Foreigners, / well educated in their own language / and sensitive to its beauty
and grace, / have a natural desire to speak the language of their adopted country,
/ not only with grammatical correctness and precision / but also with proper
pronunciation, / accent, and intonation. // Others not so well educated / need
to know how to speak clearly / for their own protection and comfort. // Too often
/ embarrassing mistakes in pronunciation / result in unfortunate
misunderstanding and setbacks.
It is almost impossible / to acquire this skill from books alone. // It is difficult to
acquire from listening to casual conversations. // It must be gained by
painstaking effort / through continuous drill and practice.

3. Page 3 of 4
LEARNING ACTIVITY 3
Direction: Find a partner and read the dialogue using proper phrasing.
Dialogue
Mary’s Answering Machine: Hi, this is Mary.// I am sorry I missed your call.//
Please leave a message/ after the beep,/ and I’ll call you back / as soon as I can.
//
Mike: Hi, Mary,/ this is Mike.// It’s been a while / since we last spoke.// I hope
you’re doing well.// I’m calling to see / if you’re free tomorrow.// I am going
hiking / with some friends / and I wanted to see / if you’d like to join us.// It
would be great to see you.// Give me a call / and let me know / if you’re
available.//
Mary: Hi, Mike,/ this is Mary,/ returning your call.// It was great to hear from
you. Sorry that we keep missing each other.// Yeah,/ I’d love to go hiking with
you.// Let me know / what time you’re thinking of going.// I’m looking forward
to it. //
LEARNING ACTIVITY 4
Direction: Read the paragraph below, pause in / and a full stop at //. Proper use of
stress, intonation, linking, and blending must also be evident.
Before you begin reading the script, say the following details
FIRST:
Your complete name (Last Name, First name)
Grade and Section
“Performance Task Week 4-7”
Good afternoon, Mr. Johnson. This is Bill Jones calling. I would like to tell you
about the new product / our company is selling.// I believe / it will greatly benefit
your organization. // We recently conducted a study / on how your customer’s
needs are changing. // We are able to help you run your business more efficiently
/ and at the same time,/ save you money.// I think that people in your firm /
would be very interested in our services.// I’d like to set up a time to talk with you
/ about how our company can help you.// I can assure you / that it will be worth
your time.// When would be a good time for us to meet?//
CRITERIA FOR EVALUATION
Criteria Poor (2 pt) Fair (3pts) Good (4
pts)
Excellent
(5pts)
Scor
e
Speaker
will apply
correct
stress in
words
Speaker
showed no
stress on
appropriate
words to
reflect the
meaning of
the text
Some stress
on
appropriate
words to
reflect the
meaning of
the text
Most of the
reading
evidence
stress on
appropriate
words to
reflect the
meaning of
the text
Almost all of
the reading is
characterized
by stress on
appropriate
words to
reflect the
meaning of
the text

4. Page 4 of 4
Speaker
will apply
correct
intonation
in the
sentences
Speaker
showed no
variation in
voice
or tone
(pitch) to
reflect the
meaning of
the text
Some
evidence of
variation in
voice or tone
(pitch) to
reflect
the
meaning of
the text
Most of the
reading
evidence
variation in
voice or
tone (pitch)
to reflect
the
meaning of
the
text.
Almost all of
the reading
evidence
variation in
voice
or tone (pitch)
to reflect the
meaning of
the text
Speaker
will apply
linking
and
blending
of words
Speaker
showed no
evidence of
linking and
blending
words
Some
linking and
blending of
words was
evident
Most of the
reading
showed
evidence on
linking and
blending of
words
Almost
throughout
the reading
showed that
words are
appropriately
linked and
blended
Speaker
read the
dialogue
using
proper
phrasing
Speaker
tried to read
the dialogue
but proper
phrasing
was not
evident
Speaker
reads the
dialogue
with proper
phrasing
but shows 9
or more
errors.
Speaker
reads the
dialogue
with proper
phrasing
but shows
1 or more
errors.
Speaker
successfully
read the
dialogue with
proper
phrasing and
with no error.
Prepared by: Checked by:
JOANNE V. CURA