1

ANDRES SORIANO COLLEGES OF BISLIG

Andres Soriano Avenue, Mangagoy, Blislig City
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Progress Chart
Name: __________________________

Strand: _________________________

Subject Teacher: _________________

Oral Communication Modules/Lessons Score Date Submitted Remarks

Lesson: Nature and Elements

Module 1: Communication and It’s

process.
Pre-test

Try Out Exercise A

Try Out Exercise B

Post-test
Lesson: Nature and Elements

Module 2: Models of Communication

and Communication Breakdown

Pre-test

Try Out Exercise A

Try Out Exercise B

Try Out Exercise C

Post-test
Lesson: Functions of Communication

Module 3: Functions of
Communication

Pre-test

Try Out Exercise A

Try Out Exercise B

Try Out Exercise C

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Try Out Exercise D

Post-test

Lesson: Functions of Communication

Module 4: Functions of
Communication

Pre-test

Try Out Exercise A

Try Out Exercise B

Try Out Exercise C

Try Out Exercise D

Post-test
Lesson: Types of Speech context

Module 5: Types of Speech context

Pre-test

Try Out Exercise A

Try Out Exercise B

Try Out Exercise C

Try Out Exercise D

Post-test
Lesson: Types of Speech Style

Module 6: Types of Speech Style

Pre-test

Try Out Exercise A

Try Out Exercise B

Try Out Exercise C

Post-test
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Lesson: Speech act and its

Classification

Module 7: Speech act and its

Classification
Pre-test

Try Out Exercise A

Try Out Exercise B

Try Out Exercise C

Post-test
Lesson: Communicative Strategy

Module 8: Communicative Strategy

Pre-test

Try Out Exercise A

Try Out Exercise B

Try Out Exercise C

Try Out Exercise D

Post-test
Lesson: Types of Speech According
to Purpose

Module 9: Types of Speech

According to Purpose
Pre-test

Try Out Exercise A

Try Out Exercise B

Try Out Exercise C

Try Out Exercise D

Post-test
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Lesson: Types of Speech According to

Delivery

Module 10: Types of Speech According

to Delivery
Pre-test

Try Out Exercise A

Try Out Exercise B

Try Out Exercise C

Try Out Exercise D

Post-test
Module 11 Performance output

Speech Writing and Editing

Module 12 Performance output

Entertainment Speech Delivery

Module 13 Performance output

Informative Speech Delivery

Module 14 Performance output

Persuasive Speech Delivery

Module 15 Performance output

Evaluating and Critiquing Sample Public

Speaking

Sample 1

Sample 2

Sample 3

Sample 4
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UNIT 1 (Lessons 1-4)

PRE-TEST

Name and Section : _______________________ Score: _____

❖ The medium or the means, such as personal or non-personal, verbal or nonverbal, in which the encoded message
is conveyed.
a. Feedback b. Receiver c.. Barrier d. channel
❖ This model shows communication as a give-take-give interaction. You speak and your partner listens; in turn, your
partner speaks and you listen
a. Interactive model b. Linear model `c.Transactional model d. None of the given choices
❖ This model, developed in the 1970’s by Dean Barnlund, shows communication as occurring continuously and
simultaneously between or among people.
a. Interactive model b. Linear model c. Transactional model d. Shannon-Weaver
model
❖ Refers to an interaction where behavior is used to convey and represent meanings
a. Verbal communication b. Nonverbal communication c. Cultural sensitivity d.
Appropriateness
❖ Refers to an interaction in which words are used to relay a message, express ideas which can be easily understood
by the person you are talking to
a. Verbal communication b. Nonverbal communication c. Cultural sensitivity d.
Appropriateness
❖ An individual in this stage might be heard saying: “I always try to study about a new culture before I go there.”
a. Minimization b. adaptation c.Acceptance d. integration
❖ An individual in this stage might be heard saying: “I truly enjoy participating fully in both of my cultures.”.”
a. Adaptation b. acceptance c. Integration d. minimization
❖ One character trait of a competent communicator is:
a. Challenging gender normsb. stereotyping c.Ability to engage in divergent thinking d. being biased
❖ The following traits identify a competent intercultural communicator except for ONE.
a. Adaptability b. sensitivity c. Flexibility d. stereotyping
❖ It is used describe the communication process that appears within individuals from different religious, social,
ethnic, and educational backgrounds.
a. Cultural sensitivity b. Intercultural communication c. Cultural norms d. Culturally
shared beliefs
❖ Schramm : ___________ : Barnlund : Transactional model : Weaver : Noise
a. Interactive model b. DMIS c. Noise d. intercultural communication

❖ . It occurs when the message or feedback is not sent or received properly.

a. intercultural communication c. communication breakdown b. sensitive communication d. communication
integration
❖ . Which of the following is true in the Interactive Model of communication?
a. It was developed by Dean Barnlund in 1970’s.
b. It takes into consideration feedback from the receiver.
c. It shows communication as occurring continuously and simultaneously among people.
d. It shows a straight path in relaying information.

❖ Which is the correct order of the Developmental Model of Intercultural Sensitivity.

a. Adaptation-integration-acceptance-minimization-denial-defense
b. Defense-denial-minimization-acceptance-adaptation-integration
c. Denial-integration-defense-minimization-acceptance-adaptation
d. Denial-defense-minimization-acceptance-adaptation-integration
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UNIT 2 (Lesson 5-8)

PRE-TEST

Name and Section : _______________________ Score: _____

❖ This refers to communication that takes place through television, radio, newspapers, magazines, books, billboards,
internet, and other types of media.
a. Intrapersonal b. Public Communication c. Interpersonal d. mass
communication
❖ Participating in a debate contest is what type of speech context?
a. Intrapersonal b. public communication c. Interpersonal d. mass
communication
❖ This refers to communication that involves at least three but not more than twelve people engaging in a face-to-
face interaction to achieve a desired goal.
a. Intrapersonal b. dyadic communication c. Small group d. mass
communication
❖ Talking and laughing about memorable experiences is under what type of speech context?
a. Intrapersonal b. small talk c. Interpersonal d. intimate communication
❖ Leading a prayer before meal is what type of speech tyle?
a. Frozen b. formal c. Intimate d. casual
❖ A parent says to her child, “I forbid you to leave your room”.
a. Assertive b. commissive c. Directive d. declaration
❖ A police officer says to a young man who was speeding, “You’re under arrest”
a. Declaration b. expressive c. Directive d. assertive
❖ A woman says to someone next to her at the grocery store, “It’s going to be a very windy day.”
a. Commissive b. expressive c. Declaration d. assertive
❖ One friend says to another, “I swear I won’t see Martha again”.
a. Declaration b. commissive c. Assertive d. expressive
❖ A child says to her playmate, “Wow! Icecream!”
a. Expressive b. assertive c. Declarative d. directive
❖ A type of interpersonal communication which occurs between two people.
a. Dyad b. interpersonal c. public communication d. mass communication
❖ Everyday conversation with friends is a good example of?
a. interactive model b. transactional model c. consultative model d. linear model
❖ “In order to become a good student, he must become a diligent one.” What bias is evident in this statement.
a. religion b. socio-economic c. age d. gender
❖ This kind of speech style is commonly used in public communication.
A. Formal b. intimate c. consultative d. frozen
❖ “Lolo don’t touch this phone. This is not a toy, you don’t know how to use it.” What group is being biased in this
statement.
a. Age b. gender c. socio-economic d. religion
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ORAL COMMUNICATION

Module 1 Nature and Elements of Communication

Topic: Communication and Its Process

Objectives:
a. define communication
b. identify elements of communication
c. explain the nature and process of communication
Let’s Begin!
Freely Share:

Communication can be used to… Example situations

Ex. Make new friends First day of Senior High School

Communication is…
“A process by which information is exchanged between individuals through a common system of symbols,
signs, or behavior” - Meriam Webster
“Communication is an exchange of facts, ideas, opinions or emotions by two or more persons”
- Newman and Summer

Take-away!
Communication is the process of expressing and exchanging information, thoughts, ideas, and feelings. It
involves a series of actions that lead to a particular result such as the passing on of a message and an exchange
of idea, among others.

Elements of Communication:
1. Speaker - The source of information.
2. Message – the information, ideas, or thoughts conveyed by the speaker in words or in actions
3. Encoding – the process of converting the message into words, actions, or other forms that the speaker
understands
4. Channel – the medium or the means, such as personal or non-personal, verbal or nonverbal, in which
the encoded message is conveyed
5. Decoding – the process of interpreting the encoded message of the speaker by the receiver
6. Receiver – the recipient of the message, or someone who decodes the message
7. Feedback – the reactions, responses, or information provided by the receiver
8. Context – the environment where communication takes place
9. Barrier – the factors that affect the flow of communication

Verbal communication is the use of auditory language to Non-verbal communication is communication

exchange information with other people. It includes sounds, between people through non-verbal or visual cues.
words, or speaking. The tone, volume, and pitch of one's This includes gestures, facial expressions, body
voice can all contribute to effective verbal communication. movement, timing, touch, and anything else that
communicates without speaking.
https://www.enotes.com/homework-help/difference-
https://www.enotes.com/homework-
between-verbal-non-verbal-communication-237441
help/difference-between-verbal-non-verbal-
communication-237441
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How does Communication works?

Try this out!

A. Identify the element of communication being described.
__________________ 1. An example of this element is the telephone or the airwaves.
__________________ 2. Anything that serves as the barrier to the successful relaying of a message.
__________________ 3. The setting in which the communication takes place.
__________________ 4. The source of the message.
__________________ 5. What the receiver of the message sends back.
B. Below is a communication situation. Show the process of communication by illustrating the
communication flow step by step.
Kiko wanted to greet his mother a “happy mother’s day” but he was too shy to say it in person. He
decided to use Messenger to send greetings to his mother. Rico typed “Happy mother’s day mom, I love
you so much!”. His mother received the message and her heart leaped for joy, she was very happy. She
immediately went to Kiko's room and she hugged and kissed Kiko.
The speaker generates an idea -> ___________________________________________
The speaker encodes the idea -> ___________________________________________
The speaker transmits or sends -> ___________________________________________
Out the message
The receiver gets the message -> ___________________________________________
The receiver decodes the message -> ___________________________________________
The receiver provides feedback -> ___________________________________________
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ORAL COMMUNICATION

Module 2 Nature and Elements of Communication

Topic: Models of Communication and Communication Breakdown

Objectives:
a. differentiate the various models of communication
b. distinguish the unique feature(s) of one communication model from the other
c. explain why there is a breakdown of communication
d. suggest ways to overcome breakdown of communication
Let’s Begin!
Freely Share:

Which of the following disrupts you the most while communicating? Why?

a. fear b. physical discomfort c. noise in the environment d. unclear pronunciation of words

_________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Since communication is a process, like any other processes it can also be disrupted.

Take-away!
Communication breakdown occurs when the message or the feedback is not sent or received properly.
Many of the causes of communication breakdown can be classified as noise.
4 Kinds of Noise
1. Physical noise - Physical noise is interference that is external to both speaker and listener; it hampers
the physical transmission of the signal or message.
Examples:
• loud party at the neighbors while you’re trying to record, loud kids, heavy rain and thunder
2. Psychological noise – originates from the emotional state, mental state, and psychological makeup of a
person.
Example:
• Depression, anger, suspicions, paranoia etc.
3. Physiological noise – These are “bodily conditions” that compromise the ability of a person to receive
and send messages.
Example:
• Hunger, stomach ache, tooth ache, migraine etc.
4. Semantic Noise – refers to anything related to the meaning of words that distorts a message and
confuses the listener.
Example:
• Foreign language, limited vocabulary, etc.
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https://www.businesstopia.net/communication
 12

Try this out!

!
A. Write in the blank the type of each noise listed below. And suggest recoomendations to overcome
them.
Noise Type Recommendations
1. Headache
2. Noise from busy construction
3. Missing someone
4. Disliking the speaker
5. Noise from vehicles
6. Speaker’s ambigous words
7. Grumbling of the stomach
8. Excited to see someone
9. Lack of interest of the topic
10. Unclear pronunciation of
words

B. Supply the missing information:

Linear Model of Communication Process Interactive model of Communication Process

Explain briefly the communication process: Explain briefly the communication process:
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________

Advantages: Advantages:
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________
Disadvantages: Disadvantages:
__________________________________ __________________________________
__________________________________ __________________________________
__________________________________ __________________________________

Transactional Model of Communication Enrichment Questions:

Process
Explain briefly the communication process: 1. What elements are common in the three
__________________________________ models?
__________________________________
__________________________________

Advantages:
__________________________________ 2. What elements where added to the second
__________________________________ and third models which were not present in
__________________________________ the first?
Disadvantages:
__________________________________
__________________________________
__________________________________
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C. Read the articles found on the following links. Then answer the questions that follow.

• http:/2012books.lardbucket.org/books/an-introduction-to-organizational-communication/s06-02-
rethinking-communication.html
• http://www.iacact.com/?=models
• http://thecommunicationprocess.com/models-of-communication

Questions:

1. What elements are common in the three models?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

2. What elements were added to the second and third models which were not present in the first?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

3. How would you describe the communication process in your own words?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

4. If you were to create your own communication model, what elements would you include and how
would the process go?

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________
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ORAL COMMUNICATION

Module 3 Nature and Elements of Communication

Topic: Intercultural Communication and the Developmental Model of Intercultural Sensitivity

Objectives:
a. define intercultural communication
b. explain the developmental model of intercultural sensitivity (DMIS)
c. develop appreciation for different cultural perspective

Let’s Begin!
Freely Share: Self-Check

Take-away!

Cross-Cultural and Intercultural Communication covers such topics as: language and verbal
communication across cultures; nonverbal communication across cultures; cultural influences on the
expression and perception of emotions; identity and intergroup communication; communication in
intercultural relationships; and adapting to an unfamiliar culture.

Intercultural communication happens when individuals interact, negotiate, and create meanings
while bringing in their varied cultural backgrounds (Ting-Toomey, 1999).

For some scholars, intercultural communication pertains to communication among people

from different nationalities (Gudykunst, 2003). Still, others look at intercultural communication as
communication that is influenced by different ethnicities, religions, and sexual orientations.
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Developmental Model of Intercultural Sensitivity- Bennet

2004

The Developmental Model of Intercultural Sensitivity (DMIS) offers a structure that explores how people
experience cultural differences.
An individual in each stage might be heard saying….
Stage 1 Denial
“All cities are the same; they all have tall buildings, fast food chains, and coffee shops.” – A denial
person’s line.

Stage 2 Defense
“This culture does not view life the way we do; our culture is certainly better.”
“Their ways are better than my own; I wish I were one of them.”

Stage 3 Minimization.
Individual in this stage might say:
“Once we see through the cultural differences, we really are just the same!”

Stage 4 Acceptance
“These people and I have different values and experiences, and I think we can learn from one another.”

Stage 5 Adaptation
“To address our issue, I have to adjust my approach to consider both my own and my counterpart’s
background.”

Stage 6 Integration
“I can look at things from the perspective of various cultures.”
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Try this out!

!
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C. Below is a table with the six stages of the DMIS. Provide an example discourse of each stage of the
Developmental model of intercultural sensitivity.
DMIS Stage Example Discourse

DENIAL

DEFENCE

MINIMIZATION

ACCEPTANCE

ADAPTATION

INTEGRATION

D. From your own experience think of a situation that serves as an example where you showed your
progress or development in being sensitive to other culture.

______________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________
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ORAL COMMUNICATION

Module 4 Functions of Communication

Topic: Functions of Communication

Objectives:
a. discuss functions of communication
b. describe communication strategies for effective functions of communications
c. identify non-verbal cues that accompany spoken language toward each function of
communication
d. Watch and critique the effectivity of a
motivational video as one of the functions of communication
Let’s Begin!

Freely Share

Aside from passing on of information think of other functions of communication? Give at least three.
1.

2.

3.

Take-away!

Basically, there are five functions of communication. These are Control, Social interaction, Motivation,
Emotional expression, Information Dissemination.

1. Control or regulation – communication Functions to control behavior.

How can the following use communication to control or regulate behavior?

a. Traffic enforcer -___________________________________________________________________

b. Judge on a hearing - ________________________________________________________________
c. librarian - _______________________________________________________________________

2. Social Interaction – Communication allows an individual to interact with others.

3. Emotional Expression – Communication facilitates people’s expression of their feelings and
expressions.

What emotions are easily expressed with family than with nonrelatives?
__________________________________________________________________________________
__________________________________________________________________________________
Which social interactions require you to be more formal and therefore less familiar?
__________________________________________________________________________________
__________________________________________________________________________________
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4. Motivation – Communication motivates and encourages individual to live better lives.

A. Listen to the motivational video and critique the effectiveness of communication as motivation.
https://www.youtube.com/watch?v=3wi65UW_nJk I CAN DO THIS - Powerful Motivational Speech
Video (Featuring William Hollis)
B. What are some words that people say to motivate others? What non-verbal cues accompany these
words?
__________________________________________________________________________________
__________________________________________________________________________________

5. Information Dissemination – Communications functions to convey information.

A. Give three examples of important pieces of information that people share with one another on a daily
basis? Briefly explain why each piece of information is important.
1. _________________________________________________________________________________
2. _________________________________________________________________________________
3. _________________________________________________________________________________

B. Answer the following questions:

1. What is regulation in the context of communication? Give an example.

____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________
2. What is control in the context of communication?

____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________
3. What are your first instances of social interactions? Describe each instance briefly.

____________________________________________________________________________
____________________________________________________________________________
___________________________________________________________________
4. Are there emotions that are easier to express to acquaintances-or even strangers- than to family?

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
5. How is motivation a communication function? Cite one instance as proof.

____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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6. What do you think are the changes or development that have changes the way people communicate
information? Explain your answer briefly.

____________________________________________________________________________

D. Are you familiar with emoticons? Of course you are! In the box draw various emoticons that show the
following emotions.

Happy Surprised Doubtful

Sad Amazed frown

- Read the story of emoticons in this link: http://metro.co.uk/2014/02/27/smiley-frown-and-wink-face-are-

well-victims-of-a-great-emoticon-trick-4321449/
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ORAL COMMUNICATION

Module 5 Types of Speech Context

Topic: Types of Speech context

Objectives:
a. Identify the various types of speech context.
b. Exhibit appropriate verbal and nonverbal behavior in a given speech context.
c. differentiate between intrapersonal and interpersonal contexts through the given
examples.
Let’s Begin!

Freely Share
What information can be contained in each of the following type of communication?
Talking to your self Communication between two person

Communication to the public Communication in a small group

Take-away!

Types of Speech Context

1. Intrapersonal – This refers to communication that centers on one person where the speaker acts both
as the sender and the receiver of message. “The message is made up of your thoughts and feelings. The
channel is your brain, which processes what you are thinking and feeling. There is feedback in the sense
that as you talk to yourself, you discard certain ideas and replace them with others.” (Hybels & Weaver,
2012, p 16)
Examples:
• You spent the night thinking and analyzing why a student from the other class talked to you on the way
home and you decided it probably meant nothing.
• You felt happy while thinking about how your teacher appreciated you for submitting your project before
the due date and you reflected on why this was so.

2. Interpersonal – This refers to communication between and among people and establishes personal
relationship between and among them. Solomon and Theiss (2013) state that “the inter part of the word
highlights how interpersonal communication connects people… when you engage in interpersonal
communication, you and another person become linked together…
The personal part means that your unique qualities as a person matter during interpersonal
communication…” (p. 5)

Types of interpersonal context

2 A. Dyad Communication – communication that occurs between two people
 22

Example:
• You offered feedback on the speech performance of your classmate.
• You provided comfort to a friend who was feeling down.

2 B. Small Group – This refers to communication that involves at least three but not more than twelve
people engaging in a face-to-face interaction to achieve a desired goal. In this type of communication, all
participants can freely share ideas in a loose and open discussion.
Example:
• You are participating in an organizational meeting which aims to address the concerns of your fellow
students.
• You are having a discussion with your group mates on how to finish the assigned tasks.

3. Public – This type refers to communication that requires you to deliver or send the message before or
in front of a group. The message can be driven by informational or persuasive purposes. “In public
communication, unlike in interpersonal and small group, the channels are more exaggerated. The voice is
louder and the gestures are more expansive because the audience is bigger. The speaker might use
additional visual channels such as slides or a Power Point presentation.” (Hybels & Weaver, 2012, p 19)
Example:
• You deliver a graduation speech to your Batch.
• You participate in a declamation, oratorical, or debate contest watched by a number of people.

4. Mass Communication – This refers to communication that takes place through television, radio,
newspapers, magazines, books, billboards, internet, and other types of media.
Example:
• You are a student journalist articulating your stand on current issues through the school’s newspaper.

Try this out!

!
A. Identify the speech context of each given situation. Write interpersonal or intrapersonal on the blank.
___________1. Guidance counselor and student in a counselling session.
___________2. A poet writing a poem
___________3. A pianist trying to find the right keys for a song.
___________4. Employee convincing his boss that he deserves a salary increase.
___________5. Basketball coach signaling to a player.

B. Identify and discover the differences among the types of speech context.
Type Description Example
1.
2.
3.

1.
2.
3.

1.
2.
3.

1.
2.
3.
 23

C. Write in bullet points why appropriate language should be observed in using a particular speech style.
Use the space below.

•
•
•
•
•
•
•
D. Find• any professional in your community, and conduct an interview on his/her strategies in developing
his/her interpersonal and intrapersonal skills in the workplace. Have a video recording of your interview,
after seeking the permission of your interviewee. Consider the following in your interview.

1. Planning
a. Determine the purpose of the interview.
b. State the major points clearly.
c. Choose the right person to be interviewed.
d. Consider the date, time, and place of the interview.
e. Outline the interview.
f. Prepare list of questions related to your interview.

2. Interview Stage
a. Bear in mind the purpose of the interview.
b. Relax and be polite, patient, and considerate.
c. Show courtesy and respect to your interviewee. Do not give your opinions.
d. Thank your interviewee after the interview.
The videos will be assessed by your teacher.
 24

Name of the interviewee: __________________________________________

Profession: _____________________________________________________

Address: _______________________________________________________

Possible questions to ask:

•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
 25

ORAL COMMUNICATION

Module 6 Types of Speech Style

Topic: Speech Styles
Objectives:
a. Distinguish types of speech style
b. Identify social situations in which each speech style is appropriate to use
c. Observe the appropriate language forms in using a particular speech style
Let’s Begin!
Freely Share
Describe the style of your communication when you are talking to;

a. family b. teacher c. special someone d. Mall attendant

Do you use the same style of communicating in all situations? Regardless of the person you are talking
to. Your speech style vary, right?

Take-away!
Speech Style is the way in which something is said, done, expressed, or performed. And it corresponds
to specific speech context.

Types of Speech Styles

1. Intimate – This style is private, which occurs between or among close family members or individuals.
The language used in this style may not be shared in public.
2. Casual – This style is common among peers and friends. Jargon, slang, or the vernacular language are
used.
3. Consultative – This style is the standard one. Professional or mutually acceptable language is a must
in this style. Examples of situations are communication between teachers and students, employers and
employees, doctor and patient, judge and lawyer, or President and his/her constituents.
4. Formal – This style is used in formal settings. Unlike the consultative style, this is one-way.
Examples are sermons by priests and ministers, State of the Nation Address of the President, formal
speeches, or pronouncements by judges.
5. Frozen – This style is “frozen” in time and remains unchanged. It mostly occurs in ceremonies.
Common examples are the Preamble to the Constitution, Lord’s Prayer, and Allegiance to country/flag.

Key Linkages.. Can you recall?

Speech styles correspond to specific speech context.
A. Intimate, casual and consultative generally occur in interpersonal context.
Why?
____________________________________________________________________________________
______________________________________________________________________________

B. Formal Speech style corresponds to Public speech context.

What features of Formal speech style are suitable for Public Speech Content?

C. Mass Communication belongs to Linear model of communication.

Why?_______________________________________________________________________________
______________________________________________________________________________
 26

Try this out!

!
AB.

B. Identify the speech style used in the following lines. Write I – Intimate, Ca – Casual, Co – Consultative

____1. I’ve been running a fever for days now and I feel weak. My muscles also ache a lot. Do you think
I’ve contracted dengue fever?
____2. You know what? This family misses you so much. Please come home more often.
____3. I would like to show your son’s recent test scores. I am afraid he might fail this subject.
____4. Mother, you ought to take some rest. Let me wash the dishes tonight.
____5. Stephen, will you be coming to my birthday? The whole barkada will be there.

C. Make a one line speech in each given scenario make sure it shows appropriate speech style.

1. Parent and child talking about future plans.

___________________________________________________________________________

2. Friends talking about the latest gadget,

___________________________________________________________________________

3. Husband and wife talking about memories in their first date as couple.
__________________________________________________________________________

4. A shop goer asking for assistance about the price of a can of milk.

___________________________________________________________________________

5. An engineer suggesting a proposal to his or her superior.

___________________________________________________________________________
 27

ORAL COMMUNICATION

Module 7 Speech Act and its Classification

Topic: Speech act and its Classification

Objectives:
a. define speech acts
b. distinguish types of speech act;
c. classify utterances according to its social function
Let’s Begin!
Freely Share:

Study the meaning of the utterance “I have not eaten in days” from two different speakers:

Speaker 1 (A girl undergoing a diet plan); I have not eaten in days.

Speaker 2 (A thin beggar) : I have not eaten in days.

Question: Is the meaning of the utterance of both speakers the same? Are they meaning the same thing?

The example above shows how people are capable of performing acts with their utterances.

Take-away!
A speech act is an utterance that a speaker makes to achieve an intended effect. Some of the functions
which are carried out using speech acts are offering an apology, greeting, request, complaint, invitation,
compliment, or refusal.

Three Types of Speech Act

According to J. L. Austin (1962), a philosopher of language and the developer of the Speech Act
Theory, there are three types of acts in every utterance, given the right circumstances or context.
These are:
1. Locutionary act is the actual act of uttering.
“Please do the dishes.”
2. Illocutionary act is the social function of what is said.
By uttering the locution “Please do the dishes,” the speaker requests the addressee to wash the dishes.
3. Perlocutionary act is the resulting act of what is said. This effect is based on the particular context in
which the speech act was mentioned.
“Please do the dishes” would lead to the addressee washing the dishes.
Another example:
Locutionary Act (the literal act of uttering) - Do you have extra money?
Illocutionary Act (The social function of the utterance) – The speaker wants to borrow money
Perlocutionary Act (The resulting act of what is said) – The receiver may or may not let the speaker
borrow money
 28

Classifications of Speech Act

As a response to Austin’s Speech Act Theory, John Searle (1976), a professor from the University
of California, Berkeley, classified illocutionary acts into five distinct categories.
1. Assertive – a type of illocutionary act in which the speaker expresses belief about the truth of a
proposition. Some examples of an assertive act are suggesting, putting forward, swearing, boasting, and
concluding.
Example:
No one makes better pancakes than I do.
2. Directive – a type of illocutionary act in which the speaker tries to make the addressee perform an
action. Some examples of a directive act are asking, ordering, requesting, inviting, advising, and begging.
Example:
Please close the door.
3. Commissive – a type of illocutionary act which commits the speaker to doing something in the future.
Examples of a commissive act are promising, planning, vowing, and betting.
Example:
From now on, I will participate in our group activity.
4. Expressive – a type of illocutionary act in which the speaker expresses his/her feelings or emotional
reactions. Some examples of an expressive act are thanking, apologizing, welcoming, and deploring.
Example:
I am so sorry for not helping out in our group projects and letting you do all the work.
5. Declaration – a type of illocutionary act which brings a change in the external situation. Simply put,
declarations bring into existence or cause the state of affairs which they refer to. Some examples of
declarations are blessing, firing, baptizing, bidding, passing a sentence, and excommunicating.
Example:
You are fired!
By saying that someone is fired, an employer causes or brings about the person’s unemployment, thus
changing his external situation.

Try this out!

!
A. Consider the following utterances. What effect will each have to you as the listener? Explain Briefly.
1.” Hide! Now!” - _____________________________________________________________________
2. “Please stay with me” - ______________________________________________________________
3. “Your country needs you.” - ___________________________________________________________
4. “I promise not to tell” - _______________________________________________________________
5. “Stop or I will call the police” - _________________________________________________________
6. “I now pronounce you husband and wife” - _______________________________________________
 29

7. “I promise not to tell…” - _____________________________________________________________

B. Complete the following table with information relates to Searle’s classification of speech acts.
The first one is an example.
Classification of speech act Specific Situation Example
Assertive Cris bought a new gadget and “I’m the only one in school who
showed it to his friends. has this kind of iphone 11.”
Assertive

Commisive

Directive

Epressive

Declaration

C. Identify the speech act that each utterance represents/performs.

1. You should go see a doctor. ____________________________________________________

2. That’s the truth ______________________________________________________________

3. You are mine. _______________________________________________________________

4. Stop it! _____________________________________________________________________

5. It’s an order immediate decree __________________________________________________

6. I appreciate what you’ve done ___________________________________________________

7. I am so sorry I can’t make it to the event ___________________________________________

8. I put the country under a state of national emergency. ________________________________

9. Filipinos are the happiest people in the world. _______________________________________

10. I assure you I will help you with your problems. ____________________________________
 30

ORAL COMMUNICATION

Module 8 Communicative Strategy

Topic: Speech act and its Classification

Objectives:
a. distinguished various type of communicative strategy
b. use acceptable, polite, and meaningful communicative strategies;
c. Identify verbal cues for different communicative strategies
Let’s Begin!
Freely Share:

Have you ever…?

1. Have you ever interrupted someone while he/she is talking? Was the speaker offended?

2. Have you ever been in the middle of uncomfortable or awkward conversation with someone? How did
you get out from it?

3. Have you ever offended someone in a conversation? How did you handle it?

Takeaway!
Types of Communicative Strategy: Nomination and Restriction

Since engaging in conversation is also bound by implicit rules, Cohen (1990) states that strategies must
be used to start and maintain a conversation. Knowing and applying grammar appropriately is one of the
most basic strategies to maintain a conversation. The following are some strategies that people use when
communicating.

1. Nomination
A speaker carries out nomination to collaboratively and productively establish a topic. Basically, when you
employ this strategy, you try to open a topic with the people you are talking to. When beginning a topic in
a conversation, especially if it does not arise from a previous topic, you may start off with news inquiries
and news announcements as they promise extended talk. Most importantly, keep the conversational
environment open for opinions until the prior topic shuts down easily and initiates a smooth end. This
could efficiently signal the beginning of a new topic in the conversation.

2. Restriction
Restriction in communication refers to any limitation you may have as a speaker. When communicating in
the classroom, in a meeting, or while hanging out with your friends, you are typically given specific
instructions that you must follow. These instructions confine you as a speaker and limit what you can say.
For example, in your class, you might be asked by your teacher to brainstorm on peer pressure or deliver
a speech on digital natives. In these cases, you cannot decide to talk about something else. On the other
hand, conversing with your friends during ordinary days can be far more casual than these examples.
 31

Just the same, remember to always be on point and avoid sideswiping from the topic during the
conversation to avoid communication breakdown.

Scribble your thoughts:

Give three sample polite lines that would guarantee a conversation with someone:

1. ___________________________________________________________________________

2. ___________________________________________________________________________

3. ___________________________________________________________________________

How can topic restriction, as a communicative strategy prevent offences in a conversation? Does topic
restriction also talk about being tactful and cautious when communicating?

Not only in conversation restriction is observed, in television programs as well the MTRCB or Movie and
Television Review and Classification Board has restricted some viewers to watch certain TV programs
and movies. Go ahead and write the meaning of the following restrictions from MTRCB.

MTRCB Restrction/Classification Who are the allowed Viewers/ under what

conditions?
1. GP General Patronage

2. PG Parental Guidance

3. Restricted -13 (“R-13”)

4.Restricted – 16 (“R-16”)

5. Restricted – 18 (“R-18”)

6. SPG Strong Parental Guidance

www.mtrcb.gov.ph
 32

Types of Communicative Strategy: Turn-taking, Topic Control, Topic Shifting

3. Turn-taking
Sometimes people are given unequal opportunities to talk because others take much time during the
conversation. Turn-taking pertains to the process by which people decide who takes the conversational
floor. There is a code of behavior behind establishing and sustaining a productive conversation, but the
primary idea is to give all communicators a chance to speak. Remember to keep your words relevant and
reasonably short enough to express your views or feelings. Try to be polite even if you are trying to take
the floor from another speaker. Do not hog the conversation and talk incessantly without letting the other
party air out their own ideas. To acknowledge others, you may employ visual signals like a nod, a look, or
a step back, and you could accompany these signals with spoken cues such as “What do you think?” or
“You wanted to say something?”

4. Topic Control
Topic control covers how procedural formality or informality affects the development of topic in
conversations. For example, in meetings, you may only have a turn to speak after the chairperson directs
you to do so. Contrast this with a casual conversation with friends over lunch or coffee where you may
take the conversational floor anytime. Remember that regardless of the formality of the context, topic
control is achieved cooperatively. This only means that when a topic is initiated, it should be collectively
developed by avoiding unnecessary interruptions and topic shifts. You can make yourself actively
involved in the conversation without overly dominating it by using minimal responses like “Yes,” “Okay,”
“Go on”; asking tag questions to clarify information briefly like “You are excited, aren’t you?”, “It was
unexpected, wasn’t it?”; and even by laughing!

5. Topic Shifting
Topic shifting, as the name suggests, involves moving from one topic to another. In other words, it is
where one part of a conversation ends and where another begins. When shifting from one topic to
another, you have to be very intuitive. Make sure that the previous topic was nurtured enough to generate
adequate views. You may also use effective conversational transitions to indicate a shift like “By the way,”
“In addition to what you said,” “Which reminds me of,” and the like.

Below are example verbal cues of turn-taking, topic control, topic shifting
Turn-taking Topic Control Topic Shifting

Let me finish first… Okay go on… By the way…

I want to hear from you first… Now is not the time to talk Which reminds me of…
about it…

You wanted to say something? Perhaps that is an issue for Since you mentioned that…
another discussion… Speaking of…

Scribble Your thoughts: Think of other verbal cues and continue the table.

1. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.
 33

A. Identify the communicative strategy employed in the following utterances. Write Turn-taking, Topic
Control, Topic Shifting on the blank.
________________1. Our topic today is “How do we help mitigate disasters in our communities?”
________________2. Now let’s talk about you. How are your studies?
________________3. Okay. Well you have a point, but for me…
________________4. Can we discuss Math instead? I need help in it.
________________5. Make sure you will write only about the topic assigned to you.

Types of Communicative Strategy: Repair and Termination

6. Repair
Repair refers to how speakers address the problems in speaking, listening, and comprehending that they
may encounter in a conversation. For example, if everybody in the conversation seems to talk at the
same time, give way and appreciate other’s initiative to set the conversation back to its topic.
Repair is the self-righting mechanism in any social interaction (Schegloff et al, 1977). If there is a problem
in understanding the conversation, speakers will always try to address and correct it. Although this is the
case, always seek to initiate the repair.

7. Termination
Termination refers to the conversation participants’ close-initiating expressions that end a topic in a
conversation. Most of the time, the topic initiator takes responsibility to signal the end of the discussion as
well. Although not all topics may have clear ends, try to signal the end of the topic through concluding
cues. You can do this by sharing what you learned from the conversation. Aside from this, soliciting
agreement from the other participants usually completes the discussion of the topic meaningfully.

Verbal cues for Repair and Termination

Repair Termination

“With all due respect…” “I think it’s a wrap”

“Don’t’ get me wrong but…” “I wish I could stay and talk more, but I have to
go”
“Let me rephrase that…” “it’s been great talking to you, but I’m afraid I have
to go”
“I’m sorry, I take that back…” “Excuse me, but I really need to get going. Let’s
talk again soon.”
“Let me clarify that…” See you around next time…

Scribble Your thoughts: Create a response that will politely repair or terminate the following
conversations.

A. Teacher: (Mispronounces your name) KAY-la, please come forward.

You: __________________________________________________

B. Stranger: Hi, can you take me to your aunt’s house?

You: __________________________________________________

C. Boss: (Blames you for something you did not do) Why did you not finish the report I asked you to do?
You; _________________________________________________

D. Best-friend: (Keeps on talking interesting things but it’s getting late at night) It’s so much fun right? You
know….
You: _________________________________________________

Try this out!

!
 34

A. Identify the type of communicative strategy in each statement.

_______________ 1. “Do you have anything to say?”
_______________ 2.. “One of the essential lessons I gained from the discussion is the importance of
sports and wellness to a healthy lifestyle.”
_______________3. “Excuse me? I think we should speak one at a time, so we can clearly understand
what we want to say about the issue.”
_______________4. “Go on with your ideas. I’ll let you finish first before I say something.”
_______________5. “Have you heard the news about the latest achievement of our government?”
_______________6. “Hey, how are you? I missed you!”
_______________7. “Best regards to your parents! See you around!”
_______________8. “Good to see you. Anyway, I came to visit you because I want to personally offer
apologies for what I did yesterday.”
_______________9. “Sorry, I can’t decide on that now. I am still focused on my writing assignment. Let’s
talk next time, okay?”
_______________10. “Now, it’s your turn to ask questions.”

B. Complete the following:

1. Repair as a communication strategy is used when…
_________________________________________________________________________________

2. When one has offended a person during a conversation, some phrases that once can use to repair the
interaction are…
_________________________________________________________________________________

3. When you feel that a conversation is about to progress into an argument, some
communication strategies that one might use are…
_________________________________________________________________________________

4. If you are not aware of your mistakes in terms of word choice or pronunciation, there is a
possibility, that the person you are talking to might…
_________________________________________________________________________________

5. In order to avoid hurtin feelings of the person you are talking to, you should remember that
sometimes…
_________________________________________________________________________________
 35

ORAL COMMUNICATION

Module 9 Types of Speech According to Purpose

Topic: Types of Speech

Objectives:
a. distinguish the types of speeches according to purpose
b. deliver short speeches according to purpose
c. identify purpose of the speech through sample discourse
d. Watch and analyze sample speech given
Let’s Begin!
Freely Share
Consider the following situations. Each one requires a specific kind of speech.

1. You are the host of the family program honoring your grandparent on his or her 75th birthday.
What kind of speech would you prepare? A. informative Speech B. Tribute Speech

2. You are the coach of a basketball team in your barangay. You would like your team to be
extra motivated for a crucial game.
What kind of talk would you give to them? A. Entertainment B. Pep Talk

3. You are concerned about the worsening garbage problem in your community.
What type of speeches will be helpful? A. Informative B. Persuasive C. Motivational

Takeaway!

Any worthwhile endeavor such as a speech has purpose. You speak to inform, to argue, to
persuade, to entertain, and to express emotion among others. Identifying your purpose and
being conscious of it allows you to better choose your words, your supporting material, the
organization of your message, and the manner in which you will deliver it. Different speech
purposes call for different types of speeches. You deliver an acceptance speech upon receiving
a prestigious award, a farewell address to a dear friend who is immigrating, or a eulogy for a
deceased relative.
The two main purposes of speech are to inform and to persuade. All other purposes fall under
either of these two. Consider a comedian who delivers punch lines to make the audience laugh.
While the purpose of his or her monologue is to entertain and amuse, the comedian is actually
persuading the audience to laugh.
Scribble your thoughts

How would you characterize a speech that has no clear purpose?

 36

Try this out!

A. Identify the purpose of the speech from which each line was lifted.
1. I will always remember you, my dear friend. May you rest in peace.
Purpose: ____________________
2. It is an honor and a great privilege to introduce to you our guest speaker…
Purpose: ____________________
3. Climate change is real we must act now!
Purpose: ____________________
4. Metaphors abound in daily language.
Purpose: ____________________
5. This is a surprise. I don’t know if I deserve this more than the other nominees.
Purpose: ____________________
B. Read about the purposes of speech on http://www.speaking.pitt.edu/student/public-
speaking/basics.html then accomplish the following task:
According to the passage, there are two general purposes for speaking: to inform and to
persuade. List specific examples for each.

To Inform To Persuade
 37

C. “Jokoy” is a world famous Filipino-American stand-up comedian based in the US. Watch his
videos on YouTube and make a list of the characteristics of speeches meant to entertain. Links:
https://www.youtube.com/watch?v=cL1ubPO823Y

Characteristics of a Speech Meant to Entertain

D. Identify the specific purpose of the following speeches. Then explain/defend your answers briefly.

_________1. Newscast

_______________________________________________________________________

_______________________________________________________________________

_________2. State of the Nation Address

_______________________________________________________________________

_______________________________________________________________________

_________3. Eulogy

_______________________________________________________________________

_______________________________________________________________________

_________4. Valedictory address

_______________________________________________________________________

_______________________________________________________________________

_________5. Proclamation of winning candidate

_______________________________________________________________________

_______________________________________________________________________
 38

ORAL COMMUNICATION

Module 10 Types of Speech According to Delivery

Topic: Types of Speeches

Objectives:

• differentiate the types of speech delivery;

• identify public speaking situations;
• identify the characteristics of good delivery;
• use principles of effective speech delivery focusing on articulation, modulation, stage
presence, facial expression, gestures and movements, and rapport with the audience;

Let’s Begin!
Freely Share
Compare and Contrast “Read Speech” or Manuscript Speech vs. Memorized speech base from
your personal experience.

Manuscript Memorized

Take Away!

Types of Speech according to Delivery:

39
 40

Try this out!

 41

More Tips for Effective Speech Delivery

Following are more techniques and tips to help you deliver your speech well:
1. Use a conversational style more often. This is the style that is more natural; it is the style that you
always use when you express yourself with your family and friends. Audience members do not like the
speaker to sound unnatural or exaggerated.

2. Look your audience members in the eye so they will feel that they are part of your speech. Eye
contact should be maintained to keep the attention of your audience and enhance your delivery.

3. Remember to adjust your volume to the size of the audience and the venue. When addressing a large
audience, modulate your voice in such a way that you speak loudly without sounding like shouting or
yelling.

4. Vary your rate or speed to keep your audience interested and to avoid a monotone pattern. The
audience might get bored if you speak very slowly and they might get confused if you speak very
fast. Hence, your rate should be at an appropriate speed.

5. Master your voice and find your pitch level (high or low). If you have a high pitch level, modulate or
slightly move it down. If you have a low pitch level, modulate or slightly move it up. Your performance
will definitely be affected if you do not modulate.

6. Use pauses when you emphasize the most important words, phrases, or sentences. Your pauses
should not last for three seconds. Otherwise, it will result in dead air or a moment of awkward silence.

7. Pronounce and enunciate words correctly. You will confuse the audience if you mispronounce words,
and it could distract them and affect your credibility.
 42

8. Avoid fillers or expressions that substitute actual words in your speech because these words are
distracting. Examples of fillers are “like,” “um,” “ah,” “uh,” and “er.” To reduce the use of these fillers,
detect the instances when you use them: Do you generally use fillers after each sentence, between
different ideas, or whenever you make transitions? Then, instead of using them the next time you
deliver a speech, simply stop and pause.

9. Start your speech by standing straight and balancing your weight. This will give a positive first
impression.

10. Use precise movements. Avoid distracting mannerisms like swaying back and forth, leaning on the
podium, licking or biting your lips, playing with your wristwatch or jewelry, scratching parts of your
body, frowning, and others. Observe your mannerisms and learn how to avoid them when speaking in
public.

11. Avoid having a poker face or a highly animated face. These facial expressions appear distracting
and may even be annoying. Instead, follow the most highly suggested tip: smile. However, make sure
that the meaning of your speech reflects in your facial expressions; do not smile if you are talking about
something sad.

12. Dress properly and appropriately. Wearing the proper attire will make you look more confident and
professional. Make sure not to overdress, as this may distract your audience.

13. Observe ethics by coming prepared, being honest with your words, being polite, avoiding offensive
words and back-biting or talking negative things about other people, or copying someone’s work
without proper documentation.

14. Breathe in and out to relax before your speech. Most importantly, have fun.
Try this out!

Based on what you have learned from this lesson, list down ten habits for good delivery that a
speaker needs to develop.
Example: Practice in front of people and get their feedback.
 43

Try this out!

A. What do the different modes of speech delivery have in common? In what ways are they different? What
occasions or purposes call for each mode of delivery?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

B. What can a speaker do to connect and interact with the audience during a read or memorized speech
despite the need to stick to the manuscript?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

C. How can one ensure that ideas are conveyed in an organized manner during extemporaneous and
impromptu speeches?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________

Countdown!

Get a timer and set it to 3 minutes. Deliver an extemporaneous speech for 3 minutes. Use the sample
outline below to guide you.

Introduction: (Include a catchy opening line or greeting and an overview of the topic.)

Body (The main speech. It is advisable to limit main idea to three items for better organization and
recall.)
• Main idea 1
• Main idea 2
• Main idea 3

Conclusion: ( This could include a recap of the three main ideas discussed, a call to action if the
speech is a persuasive one, or an expression of gratitude to listeners.)

No cheating! Before you read the topic have your timer set and ready… READY?

Topic: Assignments stress students on weekends.

Output: Your THREE minute extemporaneous speech video recording.

 44

ORAL COMMUNICATION

Module 11 Principles of Speech Writing

Topic: Principles of Speech Writing

Objectives:

• identify the principles of speech writing

• differentiate the stages or processes in speech writing;
• use principles of effective speech writing focusing on audience profile, logical organization,
Duration, word choice, and grammatical correctness;
• plan a speech;
• evaluate a written speech;
• apply principles of editing to a given speech;
Let’s Begin!
Freely Share

Write T if the statement is true; write F if it is false.

_____1. An outline determines whether your supporting ideas match your main idea or not.
_____2. Any speech should include an introduction, body, and conclusion.
_____3. In the introduction, you explain the importance of your topic by giving examples.
_____4. Knowing the audience and the occasion is crucial in writing a speech.
_____5. Rehearsing is a major requirement.
_____6. Speech writing is a recursive process.
_____7. The approach that you will use in your introduction can determine the success of your speech.
_____8. The primary objective of speech writing is getting the right or appropriate topic.
_____9. The purpose of the speech will help you identify ideas that will support your main idea or
message.
_____10. Word choice is one consideration in writing a speech.

Take Away!
45
46
 47

Common Writing Patterns

1. The Chronological pattern

• Is a pattern that organises points in a time or sequential order.

• It explains what comes first and what follows during speech delivery.

• For example, the chronological pattern is suitable for using when delivering speeches concerning
biographical speeches, historical events, stages, or cycles.
• Chronological pattern order signal words include: first, third…; next; then; finally; eventually;
following this, …

2. Spatial pattern

• Is a method of speech organization in which the main points follow a directional pattern.
• It gives emphasis on whereabouts of a thing or things. Spatial pattern is good for speeches on
location/places. (Guide, tour)
• The Spatial pattern uses words like above, adjacent to, below, beyond, then, close by,
elsewhere, inside, nearby, next to, opposite, within, without, behind, in front of, to left…

3. Causal pattern

• Is a method of speech organization in which the main points show a cause-effect relationship.
• It presents a reason or condition and the subsequent effect or conclusion.
• The casual of pattern commonly involves use of words like accordingly, affect, as a result, and,
because, consequently, hence in short, may be due to, reasons, results, then, therefore, thus…

4. The Problem – Solution Pattern

• Is a method of speech organization in which the first main point deals with the existence and
seriousness of a problem and the second main point presents a solution to the problem.
• The pattern presents a significant problem and explains it in detail. Then, a possible solution is
proposed.
• Problem and Solution pattern signal words include: – Problem, need, difficulty, dilemma,
enigma, challenge, issue… – Solution answer, propose, suggest, indicate, solve, resolve, improve,
plan, and respond to a need...

5. The Topical Pattern

• Is a method of speech organization in which the main points divide the topic into logical and
consistent subtopics.
• It classifies the major points into topic or subdivision. The points could be arranged based on the
major topic.
• It can be used for a speech in which one makes Analysis of where events, ideas, or facts fit in
with other events, ideas, and facts.
• Words usually used during this kind of speech include: category, field, rank, group, various,
elements, characteristics, some feature, types, parts, etc.
 48

An outline is a hierarchical list that shows the relationship of your ideas. Experts in public speaking state
that once your outline is ready, two-thirds of your speech writing is finished. A good outline helps you see
that all the ideas are in line with your main idea or message. The elements of an outline include
introduction, body, and conclusion. Write your outline based on how you want your ideas to develop.

body of the speech provides explanations, examples, or any details that can help you deliver your
purpose and explain the main idea of your speech. One major consideration in developing the body of
your speech is the focus or central idea. The body of your speech should only have one central idea.
Below are some of the suggested formats.
 49

The following are some strategies to highlight your main idea.

- Present real-life or practical examples
- Show statistics
- Present comparisons
- Share ideas from the experts or practitioners

• The introduction is the foundation of your speech. Here, your primary goal is to get the attention of
your audience and present the subject or main idea of your speech. Your first few words should do so.
The following are some strategies.
- Use a real-life experience and connect that experience to your subject.
- Use practical examples and explain their connection to your subject.
- Start with a familiar or strong quote and then explain what it means.
- Use facts or statistics and highlight their importance to your subject.
- Tell a personal story to illustrate your point.

• The conclusion restates the main idea of your speech. Furthermore, it provides a summary,
emphasizes the message, and calls for action. While the primary goal of the introduction is to get the
attention of your audience, the conclusion aims to leave the audience with a memorable statement.
The following are some strategies.
- Begin your conclusion with a restatement of your message.
- Use positive examples, encouraging words, or memorable lines from songs or stories familiar to your
audience.
- Ask a question or series of questions that can make your audience reflect or ponder.

• Editing/Revising your written speech involves correcting errors in mechanics, such as grammar,
punctuation, capitalization, unity, coherence, and others. Andrew Dlugan (2013), an award winning public
speaker, lists six power principles for speech editing.

- Edit for focus.

“So, what’s the point? What’s the message of the speech?”
Ensure that everything you have written, from introduction to conclusion, is related to your central
message.

- Edit for clarity.

“I don’t understand the message because the examples or supporting details were confusing.”
Make all ideas in your speech clear by arranging them in logical order (e.g., main idea first then
supporting details, or supporting details first then main idea).

- Edit for concision.

“The speech was all over the place; the speaker kept talking endlessly as if no one was listening to
him/her.”
Keep your speech short, simple, and clear by
 50

- Edit for continuity.

“The speech was too difficult to follow; I was lost in the middle.” Keep the flow of your presentation
smooth by adding transition words and phrases.

- Edit for variety.

“I didn’t enjoy the speech because it was boring.”
Add spice to your speech by shifting tone and style from formal to conversational and vice-versa, moving
around the stage, or adding humor.

- Edit for impact and beauty.

“There’s nothing really special about the speech.”
Make your speech memorable by using these strategies: surprise the audience, use vivid descriptive
images, write well-crafted and memorable lines, and use figures of speech.

• Rehearsing gives you an opportunity to identify what works and what does not work for you
and for your target audience. Some strategies include reading your speech aloud, recording
for your own analysis or for your peers or coaches to give feedback on your delivery. The best
thing to remember at this stage is: “Constant practice makes perfect.”

Some Guidelines in Speech Writing

1. Keep your words short and simple. Your speech is meant to be heard by your audience, not read.

2. Avoid jargon, acronyms, or technical words because they can confuse your audience.

3. Make your speech more personal. Use the personal pronoun “I,” but take care not to overuse it.

When you need to emphasize collectiveness with your audience, use the personal pronoun “we.”

4. Use active verbs and contractions because they add to the personal and conversational tone of

your speech.

5. Be sensitive of your audience. Be very careful with your language, jokes, and nonverbal cues.

6. Use metaphors and other figures of speech to effectively convey your point.

7. Manage your time well; make sure that the speech falls under the time limit.

Try this out!

A. Based on what you have learned in this lesson, list at least ten principles or characteristics of speech
writing.

1.

2.

3.
 51

4.

5.

6.

7.

8.

9.

10.

C. Read any sample speeches, and then, using the Six Power Principles for Speech Editing of Andrew
Dlugan, edit the speech. Underline the part which you think needs editing for focus, clarity, concision,
continuity, variety, and impact and beauty. Then, write the revised version in the second column and
the principle you used in the last column
 52

ORAL COMMUNICATION

Module 12 Organizing and Delivering an Entertainment Speech

Topic: Entertainment Speech [Module Output: Own Video recording of an Entertainment speech]

Objectives:

• identify the features of an entertainment speech;

• write topics appropriate for an entertainment speech;
• develop and deliver an effective entertainment speech;
Let’s Begin!
Freely Share

Compose your own English “pick-up line” for the following category:

Category Pick-up Line

Love

Crush

Plastic Friends

Take Away!

Aims of an Entertainment Speech

an entertainment speech aims to share goodwill, joy, and pleasure to the audience. The purpose of an
entertainment speech is not to educate, inform, or inspire because the primary goal is to make the
audience relax, enjoy, and even laugh. This means that you, the speaker, are expected to be friendly and
relaxed, but still courteous during the speech delivery. Moreover, you should know your audience well
in order to entertain them effectively.

How to Make your Speech Entertaining

To make your speech entertaining, you may:
• tell jokes;
• share funny stories;
• dramatize experiences; and
• recall a scary story.
 53

Steps in Writing an Entertaining Speech

1. Choose! Choose a light topic. Remember, you are there to give the audience a good time.

2. Enjoy! If you exude confidence and you obviously enjoy the moment, the audience will enjoy your
presence, too.

3. Simplify! Simplify the flow of your speech. Your audience does not need a mentally exhausting

4. Visualize! Your words should be highly descriptive. Use vivid words and keep them flowing to
make your audience feel as if they were in your story.

5. Surprise! Astonish your audience with unexpected twists in your presentation. The more you
surprise them, the more entertaining your speech will become.

Try this out! VIDEO OUTPUT With the principles of speech writing in mind, develop and deliver a five-
minute entertainment speech. Prepare an outline for your speech using the suggested format below.
(Provide an audio-visual recording of your actual speech)
1. Introduction
1.1 Open with an anecdote or funny story which captures the interest of the audience.
1.2 Introduce the main message of your speech.
1.3 Provide a sneak peak of the content of your entertaining speech.

2. Body (you may use any of the techniques below)

2.1 Talk about the series of events that made you think of your main message.
2.2 Use a humorous quote which highlights your message.
2.3 Share related stories and anecdotes of others.

______________________________________________________________________________________

3. Conclusion
3.1 Recall the main points you talked about in your speech.
3.2 Recount your main message.
3.3 Make a final statement which connects to the opening anecdote.
 54

OUTLINE TABLE FORMAT

Title of the speech: _____________________________________________________

Introduction:

Body:

I.

II.

III.

Conclusion:
 55

OUTLINE LIST FORMAT

Title of the speech: _____________________________________________________

1.0 _____________________________________________________________________________

1.1 __________________________________________________________________________
1.2 __________________________________________________________________________
1.3 __________________________________________________________________________
1.4 __________________________________________________________________________
1.5 __________________________________________________________________________

2.0 _____________________________________________________________________________

2.1 __________________________________________________________________________
2.2 __________________________________________________________________________
2.3 __________________________________________________________________________
2.4 __________________________________________________________________________
2.5 __________________________________________________________________________

3.0 _____________________________________________________________________________

3.1 __________________________________________________________________________
3.2 __________________________________________________________________________
3.3 __________________________________________________________________________
3.4 __________________________________________________________________________
3.5 __________________________________________________________________________
 56

SCRORING RUBRIC FOR ENTERTAINMENT SPEECH

 57

ORAL COMMUNICATION

Module 13 Organizing and Delivering an Informative Speech

Topic: Informative Speech [Module Output: Own Video recording of an Informative speech]

Objectives:

• identify the features of an informative speech;

• write topics appropriate for an informative speech;
• develop and deliver an effective informative speech;
• evaluate and critique an informative speech;

Let’s Begin!
Freely Share
Listen to the speech of Sam Berns on
TedTalks “My philosophy of a happy
life”

https://www.youtube.com/watch?v=EKWxJ6RSegoThen, answer these questions:

1. What type of informative speech did Sam Berns deliver?
a. Speech about events
b. Speech about issues
c. Speech about objects
d. Speech about people
e. Speech about steps or processes

2. How was the speech organized?

a. Chronological (events or steps are sequential)
b. Spatial (audience is made to imagine places, appearances, or distances)
c. Cause-effect (cause-effect relationship of events is presented)
d. Comparison-and-contrast (two items are compared and/or contrasted)
e. Categorical or topical (features, description, or categories under a topic are presented)
 58

Take Away!
 59

Organizational Patterns
an informative speech can follow different patterns of organization to arrange and frame the
details effectively.

1. The Chronological pattern

• Is a pattern that organises points in a time or sequential order.

• It explains what comes first and what follows during speech delivery.

• For example, the chronological pattern is suitable for using when delivering speeches concerning
biographical speeches, historical events, stages, or cycles.
• Chronological pattern order signal words include: first, third…; next; then; finally; eventually;
following this, …

2. Spatial pattern

• Is a method of speech organization in which the main points follow a directional pattern.
• It gives emphasis on whereabouts of a thing or things. Spatial pattern is good for speeches on
location/places. (Guide, tour)
• The Spatial pattern uses words like above, adjacent to, below, beyond, then, close by,
elsewhere, inside, nearby, next to, opposite, within, without, behind, in front of, to left…

3. Causal pattern

• Is a method of speech organization in which the main points show a cause-effect relationship.
• It presents a reason or condition and the subsequent effect or conclusion.
• The casual of pattern commonly involves use of words like accordingly, affect, as a result, and,
because, consequently, hence in short, may be due to, reasons, results, then, therefore, thus…

4. The Problem – Solution Pattern

• Is a method of speech organization in which the first main point deals with the existence and
seriousness of a problem and the second main point presents a solution to the problem.
• The pattern presents a significant problem and explains it in detail. Then, a possible solution is
proposed.
• Problem and Solution pattern signal words include: – Problem, need, difficulty, dilemma,
enigma, challenge, issue… – Solution answer, propose, suggest, indicate, solve, resolve, improve,
plan, and respond to a need...

5. The Topical Pattern

• Is a method of speech organization in which the main points divide the topic into logical and
consistent subtopics.
• It can be used for a speech in which one makes Analysis of where events, ideas, or facts fit in
with other events, ideas, and facts.
 60

• Words usually used during this kind of speech include: category, field, rank, group, various,
elements, characteristics, some feature, types, parts, etc.

Try this out!

A. Choose two out of the five topics given below. Then, identify the suitable type of informative
speech, as well as an appropriate pattern of organization for the speech. Write the purpose and thesis
statement as well.
1. Topic: Helping the Community
Type of Informative Speech: ________________________
Pattern of Organization: ________________________
Purpose: ________________________
Thesis Statement: ________________________

2. Topic: Promoting Change

Type of Informative Speech: ________________________
Pattern of Organization: ________________________
Purpose: ________________________
Thesis Statement: ________________________

3. Topic: Empowering Women and Youth

Type of Informative Speech: ________________________
Pattern of Organization: _______________________
Purpose: ________________________
Thesis Statement: ________________________

4. Topic: Promoting Human Rights

Type of Informative Speech: ________________________
Pattern of Organization: ________________________
Purpose: ________________________
Thesis Statement: ________________________

5. Topic: Being a Filipino Citizen

Type of Informative Speech: _________________________
Pattern of Organization: _________________________
Purpose: _________________________
Thesis Statement: _________________________

B. VIDEO OUTPUT From the topics in Exercise A, choose one that you want to develop and deliver as
your five- to seven-minute informative speech. This is a major activity, so make sure to set a
preparation time which your teacher will approve. In your preparation, consider the following.
1. Preliminary outline
2. Final outline
3. Initial draft of the speech
4. Final draft of the speech
 61

5. Visual aids of the speech

6. Feedback from your classmates and teacher
7. Well-rehearsed presentation
OUTLINE TABLE FORMAT

Title of the speech: _____________________________________________________

Introduction:

Body:

I.

II.

III.

Conclusion:
 62

OUTLINE LIST FORMAT

Title of the speech: _____________________________________________________

1.0 _____________________________________________________________________________

1.1 __________________________________________________________________________
1.2 __________________________________________________________________________
1.3 __________________________________________________________________________
1.4 __________________________________________________________________________
1.5 __________________________________________________________________________

2.0 _____________________________________________________________________________

2.1 __________________________________________________________________________
2.2 __________________________________________________________________________
2.3 __________________________________________________________________________
2.4 __________________________________________________________________________
2.5 __________________________________________________________________________

3.0 _____________________________________________________________________________

3.1 __________________________________________________________________________
3.2 __________________________________________________________________________
3.3 __________________________________________________________________________
3.4 __________________________________________________________________________
3.5 __________________________________________________________________________
 63

SCRORING RUBRIC FOR INFORMATIVE SPEECH

 64

ORAL COMMUNICATION

Module 14 Organizing and Delivering a Persuasive Speech

Topic: Persuasive Speech [Module Output: Own Video recording of a Persuasive speech]

Objectives:

• identify the features of a persuasive speech;

• write topics appropriate for a persuasive speech;
• develop and deliver a persuasive speech;
• evaluate and critique a persuasive speech;
Let’s Begin!

Freely Share

Situation: There are 5 personalities in a hot air balloon. The president, a pregnant lady, a famous singer,
A genius teenager, and an old man. The air balloon is quickly losing heat and there is only one parachute
available to save a person. Who do you think deserves to have the chute? Persuade us with your
persuasive skills.

Take Away!

Definition of Persuasive Speech

Persuasive speaking is the form of communication that people of diverse backgrounds mostly engage in.
This kind of speech can center on any arguably interesting topic under the sun. When you deliver your
persuasive speech, your primary goal is to influence the thoughts, feelings, actions, and behaviors or
attitudes of your listeners (Gamble & Gamble, 2012). Likewise, you also aim to change their perception and
convince them that your argument is more important, practical, attainable, or feasible. In essence, you—as
a persuasive speaker—advocate for whatever your message is.
 65

Types of Claims in Persuasive Speech

1. Speech that Questions Fact
this type questions the existence of a particular event or happening. In this case, the persuasive speaker

poses questions of fact, derives conclusions from different sources of information, and attempts to convince
the audience to believe in his/her ideas. Below are a sample argument and a sample outline.
Argument: Death penalty as a punishment is not effective, as it does not deter crime

2. Speech that Questions Value

This type focuses on questions of value regarding topics on the self, family, friendship, religion, government,
freedom, love, and money, among others. In this case, the persuasive speaker (1) makes a statement or
claim which reflects his/her judgment, (2) attempts to convince his/her audience of his/her judgment, and
(3) justifies it based on standards.
Below are a sample argument and a sample outline.
 66

3. Speech that Questions Policy

This type questions the current state of things which can impact the future. In this case, the persuasive
speaker asks relevant questions that can help in making a decision on whether or not something should be
implemented, observed, or done.
Below are a sample argument and a sample outline:

Organizational Patterns
The following are some of the suggested patterns that you can use to organize your persuasive
speech.
1. A. F.O.R.E.S.T. (anecdotes, facts and figures, opinion, rhetorical questions, emotive language, superlatives,
tripling)
Below are the rules in applying this pattern.
(1) Anecdotes. Begin your speech with a personal story, observation, or experience.
 67

(2) Facts and figures. Provide striking statistics that can support your ideas.
(3) Opinion. Add in your opinion. You can begin your statement with, “I believe that…”.
(4) Rhetorical questions. Think of and add engaging rhetorical questions (i.e., questions which do not intend
to elicit answers, but to make a point).
(5) Emotive language. Appeal to your audience’s emotion.
(6) Superlatives. Use superlatives to exaggerate an idea.
(7) Tripling. The rule of three in the English writing principle simply entails using three words together to
reinforce your point. This may add to the effectiveness of your persuasion. A classic example is Julius
Caesar’s statement: “Veni, vidi, vici” (I came, I saw, I conquered).

2. Problem-Solution
Here’s how:
(1) Identify the problem.
(2) Provide a solution, which will show the practicality of your proposal.
For example:
A. Purpose: Persuade listeners that the LGBT community should be protected from
discrimination.
B. Main Point: LGBT members deserve to be protected by the state against exclusivity in any
workplace or office.
C. Supporting Idea: There have been horrible reports and cases of discrimination at work in
terms of promotion and benefits. Hence, there is a need to create and implement a policy
related to this.
 68

3. Problem-Cause-Solution
Below are the rules in applying this pattern.
(1) Identify the problem.
(2) Analyze the root causes of the problem.
(3) Provide a solution to the problem.
For example:
A. Purpose: Persuade listeners why the state or government needs to converge with the private sector in
maintaining and protecting national heritage sites.
B. Main Point: Preserving our national heritage sites such as century-old churches, theaters, and other
artifacts is the least priority of the government, so they should tie-up with private establishments to
maintain these historical places.

4. Comparative Advantages
Below are the rules in applying this pattern.
(1) Identify the problem.
(2) Present at least two solutions to the problem.
(3) Compare the two in terms of practicality and feasibility.

For example:
A. Purpose: Persuade listeners on the need for political reform.
B. Main Point: Politics in the Philippines is very dirty.
C. Supporting Idea: There have been a lot of anomalies and illegal transactions going on in
the political system.
 69

5. Monroe’s Motivated Sequence

Alan Monroe, a professor from Purdue University, created an outline for making speeches based on the
psychology of persuasion (Ehninger, Monroe, & Granbeck, 1978). This outline is known as Monroe’s
Motivated Sequence.
Here’s how to apply this technique.
1. Grab the attention of the audience by identifying the challenge you plan to confront,
or the problem you plan to address.
2. Establish the need or urgency to address the identified challenge or problem.
3. Present possible solutions to your audience to satisfy the need.
4. Help your audience visualize. Use vivid words to convince your audience about the
benefits they can gain from the solutions you presented.
5. Engage the audience to participate in promoting change through a call for action.
For example:
A. Purpose: Persuade the audience to abstain from consuming alcohol.
B. Main Point: Abstaining from alcohol will help students live a healthy and safe life for
themselves and those around them while avoiding any criminal actions.
 70

Methods of Persuasion
Consider what Lucas (2011) writes about how the audience can be persuaded by a speaker. The
audience can be persuaded by the following reasons.
• They perceive that the speaker has credibility.
• They are convinced by the evidence presented by the speaker.
• They are convinced by the speaker’s reasoning.
• Their emotions are touched by the speaker’s ideas or use of language.
The above ideas highlight some of the methods you can use in your persuasive speech. These methods are
commonly used and proven to be effective by any prominent and excellent speaker across the globe. The
following are some tips on how to enhance your credibility, how to use evidence, how to use reasoning, and
how to observe ethics and emotional appeal in a persuasive speech.

1. How to enhance your credibility

a. Explain how you became an expert on the topic.
You can do this by sharing how well you read, investigated, or researched the topic. For example: You could
share that in the beginning you did not know much about your topic until you researched about it. By saying
you researched on your topic, your audience will feel that you made an effort in building your credibility by
collecting information.
b. Connect your experiences, beliefs, values or attitudes with your audience’s.
You can do this by telling your audience that you have the same experiences, beliefs, values or attitudes.

For example:

In the beginning of your speech, you can emphasize to your audience that regardless of background, status,
age, gender, beliefs, and values, among others, you all have one thing in common and then add that which
you have in common. By saying this, your audience will feel respected and comfortable because you can
identify with their experiences, beliefs, or values.

c. Practice more often so you can deliver your speech with conviction.
You can do this by exposing yourself more often to speaking situations such as reciting and reading
announcements in class, introducing people in a program, hosting events, participating in debates, or acting
as a spokesperson of a group. Also, simply practicing more often before your actual speech performance will
increase your confidence and help you deliver your speech with conviction.

2. How to use evidence

a. Specify evidence.
You can do this by citing statistics, research studies, and other valid and credible information.
For example:

When stating a fact, do not simply say a general detail. Instead of saying, “There is a law that protects
women and their children against violence,” state the exact details, as in, “RA 9262 is an act that protects
women and their children against violence.” By specifying your evidence, you give the impression that you
know what you are saying
 71

b. Avoid outdated evidence.

You can do this by reading and digging new evidence to keep yourself updated on the significant facts
and figures.
For example: If you are arguing about social networking site addiction and you are using data taken from
2000 or earlier, your speech might not hold enough credibility and it might not retain the interest of
your audience as well. Since we are now in the Information Age, data quickly get old and replaced by
more current ones, so they quickly become irrelevant. Therefore, always make sure to use current
available data. This way, your speech will be more accurate and your audiences will be more interested
to listen.

c. Choose reputable or credible sources for your evidence.

You can do this by carefully identifying and evaluating your sources.

For example: You are persuading your audience that your solution in improving the interest of readers in
Philippine literature is the most efficient method, but you cite sources such as fan sites, Wiki answers,
Yahoo answers, or blogs. This creates a bad impression, as it might come off that your arguments and
points are based on unreliable facts. As a guide, Google, Yahoo, or any search engine can provide you a
wealth of reputable or credible sources for your evidence.

3. How to use reasoning

Avoid logical fallacies or errors in reasoning.
You can do this by studying the types of logical fallacies. The following are some of the
most common errors in reasoning.
• Ad Hominem: This happens when you attack the character of a person instead of his argument.
Example: Professor X does not deserve to be the head of this organization because he
is separated from his wife.
How to avoid: When you give your rebuttal, focus on the arguments of the person,
not on his/her character or values.

• Circular Argument: This happens when the idea of a stated argument is repeated.
Example: My mother is a good teacher because she teaches me well.
How to avoid: Do not repeat the argument; instead, prove it.

• False Analogy: This happens when two things, which might be alike in some
respects, are compared and assumed to be similar in other ways.
Example: President Aquino is the Socrates of the 21st century.
How to avoid: Look at the characteristics, features, or components of two people or
objects closely to see whether they can really be compared or not.

• False Authority: This happens when a statement of someone who is not an expert
in the field in question is being used in an argument.
Example: I avoid drinking coffee at night because of the advice of my English teacher.
How to avoid: Check properly the qualifications of the person being cited.
 72

• False Cause and Effect: This happens when the connection between two consecutive events are
not clear.
Example: Because I attended a party, I got a high grade in my persuasive speech.
How to avoid: Clarify the connections between the events by explaining both
backgrounds clearly.
• Hasty Generalization: This happens when a conclusion is drawn from insufficient
evidence.
Example: The senator stuttered while giving his speech, therefore government
officials are not good in public speaking.
How to avoid: Provide enough pieces of evidence before making any conclusions.
• Red Herring: This happens when the answer does not address the question.
Example: Question: Should the President sign Cyberbullying bill into law?
Answer: The President has other priorities.
How to avoid: Do not avoid opposing arguments. Instead, address them properly.

4. How to use emotional appeal

a. Internalize what you are saying.
The audience will be more convinced of your message if you also show conviction in what you
are saying.

For example: If you use emotionally charged words, but you deliver it in a monotonous voice,
the audience will not see the sincerity of your message. Instead, make sure to observe your non-
verbal cues and to ensure that you believe in what you are saying.

b. Use emotion appropriately.

Although a well-executed emotional appeal can be used as a strong weapon in persuasive
speech, take note to use it only when appropriate to the message. Use it as an accessory only;
make sure not to replace evidence and reasoning with pure emotion.

For example: If you are making a speech on a question of fact, there is little need to use
emotional appeal to your audience since you are dealing with facts and information. However, if
you are making a persuasive speech to change a certain policy, you can add emotional appeal to
your speech to capture not only the minds but also the hearts of your audience.
 73

Try this out!

A. Identify the logical fallacy in the following arguments.

_________1. Friedrich Nietzche's attack on social welfare should not be taken seriously. He is said to
have been a degenerate and it is a fact that he went insane.

_________2. You can be sure of getting the best watch possible if you buy a Tempus Fugit watch,
because you will be buying the world's greatest watch.

_________3. I guess I will receive a C on my next English paper because the teacher said my average was
a C so far, so the chances must be that I'll get a C on the next one.

_________4. You will get pregnant if you kiss a boy. I've seen Sally kiss boys three times, and now she is
pregnant.

_________5. My honesty is a matter of record. My enemies have tried to bring similar charges against
me before, but they couldn't prove anything that stands up in court. That proves I am an honest man.

_________6. Just answer the question yes or no. Were you still selling drugs when you came to this
town?

_________7. Senator Jones shouldn't be blamed for having sex with teenage girls. After all, other
senators have done much worse things.

_________8. How can you justify giving this man life imprisonment by declaring him guilty of murder?
After all, since that time he has become a devout Christian and proven to be an exemplary prisoner
during the whole time he was on trial.

_________9. I have been a member of the NAACP for ten years. My son cannot possibly be a bigot.

_________10. American citizens must raise taxes to support schools. Without more money, our schools
cannot possibly do a good job.

_________11. Rare taste: you either have taste or you don't. (Scotch ad)

_________12. In this freedom-loving land of ours, beer belongs. Exercise your American freedom and
enjoy beer.

_________13. Bob True is the best qualified candidate for tax assessor. I've known him eight years and
he is an honorable man, a devout individual, and an outstanding father.

_________14. Men are all alike: selfish creatures who spend every weekend glued to a television tube.
 74

_________15. The pinkos, socialistic liberals, and weirdos in that other department are naturally against
my legislative reforms.

B. Prepare and deliver a two-minute speech in class to convince your classmates to visit your
hometown, city, province, or country. Apply the appropriate persuasive speech type, organizational
pattern, and method of persuasion to your speech.

(Use the blank space to write your outline)

Outline
 75

For your VIDEO output.

C. Brainstorm on an emerging challenge, problem, or threat in your locality that can serve as a topic for
your persuasive speech. Below are some sample topics.

-Waste Disposal Management - Allocation of Funds -Citizen Participation

-Gender Discrimination -Human Security -Animal Abuse
-Parenting Styles -Child Labor Traffic -Public Transportation System

D. Then, prepare a five- to seven-minute speech using an appropriate persuasive speaking type
and organizational pattern.

Remember to have the following:

a. well-defined goals
b. sufficient supporting ideas on how your listeners think and feel about the change you
want to happen
c. logical reasoning (concrete reasons why your listeners should support your ideas)
d. effective and powerful ways to gain the attention of your audience
e. compelling ideas to make your target audience feel and think
f. salient motives to target the salient needs of your audience
g. appropriate methods of persuasion

In your preparation, consider the following:

a. Preliminary outline
b. Final outline
c. Initial draft of the speech
d. Final draft of the speech
e. Visual aids for the speech
f. Feedback from your classmates and
teacher
g. Well-rehearsed presentation
 76

OUTLINE TABLE FORMAT

Title of the speech: _____________________________________________________

Introduction:

Body:

I.

II.

III.

Conclusion:
 77

OUTLINE LIST FORMAT

Title of the speech: _____________________________________________________

1.0 _____________________________________________________________________________

1.1 __________________________________________________________________________
1.2 __________________________________________________________________________
1.3 __________________________________________________________________________
1.4 __________________________________________________________________________
1.5 __________________________________________________________________________

2.0 _____________________________________________________________________________

2.1 __________________________________________________________________________
2.2 __________________________________________________________________________
2.3 __________________________________________________________________________
2.4 __________________________________________________________________________
2.5 __________________________________________________________________________

3.0 _____________________________________________________________________________

3.1 __________________________________________________________________________
3.2 __________________________________________________________________________
3.3 __________________________________________________________________________
3.4 __________________________________________________________________________
3.5 __________________________________________________________________________
 78

SCRORING RUBRIC FOR PERSUASIVE SPEECH

 79

ORAL COMMUNICATION

Module 15 Evaluating and Critiquing Sample Public Speaking

Topic: Evaluating and Critiquing Sample Public Speaking

Objectives:

• Evaluate speeches using specific rubrics and critique whether the speakers have observed
principles in speech delivery discussed in this module.
• Take not of some worthy of emulation practices in the speeches watched.

Speech 1
Speaker: Aaron Beverly
Event/Occasion: 2019 Toastmasters World
Champion of Public Speaking
Source:
https://www.youtube.com/watch?v=xmj1LBJu_Ss
 80

Speech 2
Speaker: Muniba Mazari The inspiring
"Iron lady of pakistan"
Event/Occasion: Conference
Source: https://www.youtube.com/watch?v=-
5tNYkN2p7c
 81

Speech 3
Speaker: Greta Thunberg
Event/Occasion: World Forum
Source:
https://www.youtube.com/watch?v=rYxt0BeTrT8
 82

Speech 4
Speaker: Aneesha Nema
Event/Occasion: Sister’s birthday party
Source:
https://www.youtube.com/watch?v=1wcW_Higyio
 83

Speech 5
Speaker: Deshauna Barber
Event/Occasion: Graduation Ceremony
Source:
https://www.youtube.com/watch?v=w71aDaGAtHs
 84

Scribble Your thoughts!

- Write your personal takeaways from the five speeches you have listened. In a 500-word essay provide
a synthesis about all that you have learned from the speakers.

____________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
 85

Sources and References:

Module 1 Module 4

https://bit.ly/38d0MCn DIWA Oral Communication in Context

https://bit.ly/38bHSvX Oral Communication in Context

For Senior High School
DIWA Oral Communication in Context Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City
Oral Communication in Context Tel. No.: (02) 929-5088
For Senior High School e-mail: info@cebookshop.com
Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City https://bit.ly/2BpEEJ3
Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com https://www.youtube.com/watch?v=3wi65UW
_nJk I CAN DO THIS - Powerful Motivational
Module 2
Speech Video (Featuring William Hollis)
https://bit.ly/2NG9kIH

DIWA Oral Communication in Context

Module 5
Oral Communication in Context
For Senior High School DIWA Oral Communication in Context
Published in 2016 by C & E Publishing, Inc.
Oral Communication in Context
839 EDSA, South Triangle, Quezon City
For Senior High School
Tel. No.: (02) 929-5088
Published in 2016 by C & E Publishing, Inc.
e-mail: info@cebookshop.com
839 EDSA, South Triangle, Quezon City
Tel. No.: (02) 929-5088
https://www.businesstopia.net/co e-mail: info@cebookshop.com
mmunication
DIWA Oral Communication in Context
Module 3

https://bit.ly/2NIrzwY

DIWA Oral Communication in Context

Oral Communication in Context
For Senior High School
Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City
Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com
 86

Module 6 Tel. No.: (02) 929-5088

e-mail: info@cebookshop.com
DIWA Oral Communication in Context
Module 11
C Oral Communication in Context
For Senior High School DIWA Oral Communication in Context
Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City Oral Communication in Context
Tel. No.: (02) 929-5088 For Senior High School
e-mail: info@cebookshop.com
Module 12
DIWA Oral Communication in Context
Module 7
Oral Communication in Context
DIWA Oral Communication in Context For Senior High School
Published in 2016 by C & E Publishing, Inc.
Oral Communication in Context 839 EDSA, South Triangle, Quezon City
For Senior High School Tel. No.: (02) 929-5088
Published in 2016 by C & E Publishing, Inc. e-mail: info@cebookshop.com
839 EDSA, South Triangle, Quezon City
Module 13
Module 8
Oral Communication in Context Oral Communication in Context
For Senior High School For Senior High School
Published in 2016 by C & E Publishing, Inc. Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City 839 EDSA, South Triangle, Quezon City
Tel. No.: (02) 929-5088 Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com e-mail: info@cebookshop.com

DIWA Oral Communication in Context DIWA Oral Communicatio

Module 9
Oral Communication in Context Module 14
For Senior High School Oral Communication in Context
Published in 2016 by C & E Publishing, Inc. For Senior High School
839 EDSA, South Triangle, Quezon City Published in 2016 by C & E Publishing, Inc.
Tel. No.: (02) 929-5088 839 EDSA, South Triangle, Quezon City
e-mail: info@cebookshop.com Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com
DIWA Oral Communication in Context
DIWA Oral Communication in Context
Module 10
Oral Communication in Context
For Senior High School
Published in 2016 by C & E Publishing, Inc. Module 15
839 EDSA, South Triangle, Quezon City Oral Communication in Context
Tel. No.: (02) 929-5088 For Senior High School
e-mail: info@cebookshop.com Published in 2016 by C & E Publishing, Inc.
839 EDSA, South Triangle, Quezon City
DIWA Oral Communication in Context Tel. No.: (02) 929-5088
e-mail: info@cebookshop.com

DIWA Oral Communication in Context