NOT

Quarter 1 – Module 6
Oral Language and Fluency

Government Property

NOT FOR SALE

Department of Education ● Republic of the Philippines
English - Grade 8
Alternative Delivery Mode
Quarter 1 –Module 6: Oral Language and Fluency
First Edition, 2020

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Published by the Department of Education – Division of Gingoog City

Division Superintendent: Jesnar Dems S. Torres, PhD, CESO VI
Development Team of the Module

Authors: Labilia T. Fabro

Reviewers: Levie D. Llemit, PhD

Illustrator : Raul A. Mabilen

Layout Artist: Maryjane Mccary

Management Team

Chairperson: Jesnar Dems S. Torres, PhD, CESO VI

Schools Division Superintendent

Co-Chairpersons: Conniebel C.Nistal ,PhD

OIC-Assistant Schools Division Superintendent

Pablito B. Altubar
CID Chief
Members
Levie D. Llemit, PhD – EPS I - English
Leah L. Tacandong - Instructional Supervisor
Himaya B. Sinatao, LRMS Manager
Jay Michael A. Calipusan, PDO II
Mercy M. Caharian, Librarian II

Printed in the Philippines by

Department of Education – Division of Gingoog City
Office Address: Brgy. 23,National Highway,Gingoog City
Telefax: 088 328 0108/ 088328 0118
E-mail Address: gingoog.city@deped.gov.ph
 8

ENGLISH
Quarter 1 - Module 6
Oral Language and Fluency
This page is intentionally blank
 Table of Contents

What This Learning Package is About ........................................................................................ i

What I Need to Know ..................................................................................................................... ii
How to Learn from this Learning Package................................................................................. ii
Icons of this Learning Package ................................................................................................... iii

What I Know.................................................................................................................................. iii

Lesson 1: Using the Correct Sounds of English

......................................................................................................................................................... 1
What’s In ............................................................................................................... 1
What’s New ....................................................................................................... 2
What Is It ............................................................................................................... 3
What’s More Listen Up ........................................................................................ 3
Activity 1 Fill Me Up ............................................................................................ 4
What I Have Learned ......................................................................................... 4

What I Can Do ...................................................................................................... 5

Lesson 2: Delivering a Self-Composed Informative Speech

.........................................................................................................................................................
What’s In ............................................................................................................... 7
What’s New ....................................................................................................... 7
What Is It ............................................................................................................... 8
What’s More ......................................................................................................... 11

What I Have Learned ......................................................................................... 11

What I Can Do ...................................................................................................... 12

Lesson 3: Using Appropriate Prosodic Features of Speech When Delivering
Lines
......................................................................................................................................................... 13
What’s In ............................................................................................................... 13
What’s New ....................................................................................................... 13
What Is It ............................................................................................................... 14
What’s More ........................................................................................................ 15
What I Have Learned .......................................................................................... 16
What I Can Do ...................................................................................................... 17
Lesson 4: Using the Correct Stance and Behavior
.........................................................................................................................................................
What’s In ............................................................................................................... 18
What’s New ....................................................................................................... 18
 What Is It ............................................................................................................... 19
What’s More ……………………………………………………………………..
Act. 1 I Knew My Feelings .................................................................................. 23
Act. 2 All In My Hands ........................................................................................ 24
Act. 3 What Do You Feel ................................................................................... 24
What I Have Learned .......................................................................................... 25
What I Can Do ...................................................................................................... 27
Lesson 5: Highlighting Important Points in an Informative Talk Using
Appropriate Presentation Aids
.........................................................................................................................................................
What’s In ............................................................................................................... 28
Act. 1 Yes Or No .................................................................................................. 28
What’s New ....................................................................................................... 28
Act. 2 Let’s Compare!.......................................................................................... 28
What Is It ............................................................................................................... 29
What’s More ........................................................................................................ 31
Act. 3 Let’s Write .................................................................................................. 31
What Is It .............................................................................................................. 32
What I Have Learned .......................................................................................... 33
What I Can Do ...................................................................................................... 34

Summary .........................................................................................................................................34
Assessment: (Post-Test) ............................................................................................................35
Key to Answers ......................................................................................................................... ...36
References......................................................................................................................................37
 What This Module is About
Have you ever thought of traveling all around our continent - Asia? Or even better
outside like America and Africa? What would you like to know about our African and Asian
neighbours? Like an excited, adventurous explorer, you need to be armed with something to
guide you in your quest for knowledge – a map perhaps or a compass to direct you to better
understand the varied and distinct cultures, and a magnifying lens to highlight your
significant and meaningful discoveries.

Your journey in searching for knowledge about Afro-Asian traditions and values will
strengthen your identity that will lead you to a better understanding of your being a Filipino
and an Asian. In this module, you will discover that oral literature and informative texts
reflect the tradition and values of Afro-Asian countries which have an influence on your
distinctive characteristics and identity as a Filipino and as an Asian. Remember to search
for the answer to the essential or focus question: How can you better understand your
identity as an Asian through literature?

What I Need to Know

This module, you will learn the following:

➢ Gather facts and opinions about the traditions and values of people from selected
Afro-Asian countries.
➢ Discover literature as a means of understanding the traditions and values of people
from selected Afro-Asian countries.
➢ Create an informative and creative exhibit showcasing the traditions and values of
people from selected Afro-Asian countries.

Specifically for Module 1, as you go through this lesson, you are expected to:
1. Use the correct sounds of English ( EN8OL –la-3.11)
2. Deliver a self-composed informative speech (EN8F-Id-3)
3. Use appropriate prosodic features of speech when delivering lines (EN8Ol-Ie-5)
4. Use the correct stance and behaviour (EN8OL-Ig-3.8)
5. Highlight important points in an informative talk using appropriate presentation aids
(EN8OL-Ih-3.12)

i
How to Learn from this Module
To achieve the objectives cited above, you are to do the following:
• Take your time reading the lessons carefully.
• Follow the directions and/or instructions in the activities and exercises diligently.
• Answer all the given tests and exercises.

Icons of this Module

What I Need to This part contains learning objectives that
Know are set for you to learn as you go along the
module.

What I know This is an assessment as to your level of

knowledge to the subject matter at hand,
meant specifically to gauge prior related
knowledge
What’s In This part connects previous lesson with that
of the current one.

What’s New An introduction of the new lesson through

various activities, before it will be presented
to you

What is It These are discussions of the activities as a

way to deepen your discovery and under-
standing of the concept.

What’s More These are follow-up activities that are in-

tended for you to practice further in order to
master the competencies.

What I Have Activities designed to process what you

Learned have learned from the lesson

What I can do These are tasks that are designed to show-

case your skills and knowledge gained, and
applied into real-life concerns and situations.

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 What I Know

1. Which of sentences below shows the rise- fall intonation?

A. It can be true
B. Red, yellow, green and blue
C. All of them
D. It won't hurt
2. I have plans to leave.
Which explanation below conveys the correct meaning of the sentence.
A. I have some diagrams/drawing that I have to leave
B. I am planning to leave
3. The following need to be considered in your informative speech EXCEPT:
A. Audience
B. Topic
C. Presentation
D. Environment
4. It shouldn't look like that, should it?
Match the sentence above with the correct intonation patterns?
A. Falling intonation
B. Rise fall intonation
C. Fall rise intonation
D. Rise intonation
5. How many syllables are in the word "pronunciation?"
A. 5
B. 4
C. 6
D. 3
6. Which syllable has the primary stress in the word "California?"
A. 1st
B. 2nd
C. 3rd
D. 4th
7. Which of the following words has the [ʌ] sound in it?
A. Nice
B. Function
C. Pleasure
D. House
8. What type of people you need to consider in preparing your informative speech?
A. Heterogeneous
B. Homogeneous
C. Children
D. All of the above
9. Two or three words in a sentence can have main stress.
A. True
B. False
10. When do we use rising intonation?
A. Finished giving information.
B. Yes/No questions
C. Wh- questions
D. Information you are certain about

iii
 Lesson
Using the Correct Sounds of
1 English
5
What’s In
Love Letters

Review on the Alphabet Sounds by pronouncing all 26 letters and classifying

them to vowels and consonants.

A B C D E F G H I J K
L M N O P Q R S T U V
W X Y Z

Vowels Consonants

_____ , _____ , _____ , _____ , _____ , _____ , _____ ,

_____ , _____ , _____ _____ , _____ , _____ , _____ , _____ ,
_____ , _____ , _____ , _____ , _____ ,
_____ , _____ , _____ , _____ , _____

What’s New

Loud and Clear!

The student will read out each word loudly and properly.

Baby, beef, ride, rose, unicorn

Stay, seen, kite, toast, umbrella

1
 What Is It

https://pronuncian.com/introduction-to-short-vowels

https://pronuncian.com/introduction-to-short-vowels

2
 https://pronuncian.com/introduction-to-short-vowels

What’s More

Listen Up
Read the poem and fill in the columns with words having the vowel sound indicated.

BREATHS
Birago Diop
Senegal

Listen more often

To things than to beings;
The fire’s voice is heard,
Hear the voice of water.
Hear in the wind
The bush sob;
It is the ancestors’ breath.

Those who died have never left,

They are in the brightening shadow;
And in the thickening shadow;
The dead are not under the earth,

3
 They are in the rustling tree,
They are in the groaning woods
They are in the flowing water;
They are in the still water,
They are in the hut, they are in the crowd:
The dead are not dead.
Translator: Anne Atik

Fill Me Up
A.
SHORT VOWEL SOUNDS
/æ/ /Ɛ/ / Ī / /ǫ / /Λ /

B.
LONG VOWEL SOUNDS
/ eι / / i: / / aι / / οʊ / / ju: /

What I Have Learned

1. Why do we need to produce the correct vowel and consonant sounds of
the words we utter or say?

2. Do they (the sounds) affect the meaning of the words we speak?

How? In what way?

4
 What I Can Do

Read the poem observing correct diction and pronunciation. Use the rubric below
to rate your reading ability.

SWEET AND LOW

Sweet and low, sweet and low,
Wind of the western sea,
Low, low, ,breathe and blow,
Wind of the western sea!

Over the rolling waters go,

Come from the dying moon, and blow,
Blow him again to me;
While my little one, while my pretty one sleeps.

- Alfred, Lord Tennyson

5
'

https://tinyurl.com/ydy4rffl

6
 Lesson
Delivering a Self-composed
De
2 Informative Speech

What’s In

What is speech?
It is the expression of or the ability to express thoughts and feelings by articulate sounds.
"he was born deaf and without the power of speech"
Similar: speaking, talking, verbal communication, verbal expression, articulation

o It is a formal address or discourse delivered to an audience.

"the headmistress made a speech about how much they would miss her"
Similar: talk, address, lecture, discourse

What’s New

Speech is human vocal communication using language. Each language

uses phonetic combinations of vowel and consonant sounds that form the sound of its words
(that is, all English words sound different from all French words, even if they are the same
word, e.g., "role" or "hotel"), and using those words in their semantic character as words in
the lexicon of a language according to the syntactic constraints that govern lexical words'
function in a sentence. In speaking, speakers perform many different intentional speech
7
acts, e.g., informing, declaring, asking, persuading, directing, and can
use enunciation, intonation, degrees of loudness, tempo, and other non-representational
or paralinguistic aspects of vocalization to convey meaning. In their speech speakers also
unintentionally communicate many aspects of their social position such as sex, age, place of
origin (through accent), physical states (alertness and sleepiness, vigor or weakness, health
or illness), psychic states (emotions or moods), physico-psychic states (sobriety
or drunkenness, normal consciousness and trance states), education or experience, and the
like.

https://www.google.com/search?q=definition+on+speech&oq=definition+on+speech&aqs=chrome..69i57j0l7.189
94j1j7&sourceid=chrome&ie=UTF-8

What Is It

Types of Speeches: Informative, Persuasive, and Special Occasion

Informative Speeches
Imagine sitting in the audience of a large lecture hall listening to your professor talking
about the theory of relativity. It may sound like confusing words to many, but what he is
really doing is giving an informational speech. This kind of speech is delivered mostly to
convey information to the audience about something they don't already know. There are a
few types of informational speeches:

• Speeches about objects

• Speeches about events
• Speeches about processes
• Speeches about concepts

Structuring the Speech

Organizing speeches serves two important functions. First, organization helps improve
clarity of thought in a systematic way. Second, organization increases the likelihood that the
speech will be effective

Audiences are unlikely to understand disorganized speeches and even less likely to think
that disorganized speakers are reliable or credible. Speeches are organized into three main
parts: introduction, body, and conclusion.

Introduction

The introduction of the speech establishes the first, crucial contact between the
speaker and the audience. For most classroom speeches, the introduction should last less
than a minute. The introduction needs to accomplish three things:

8
 Focus your audience's attention. Speakers must have an “attention grabber” to
interest the audience—a joke, astonishing fact, or anecdote. (Rhetorical questions like
“Haven’t you ever wondered how…” are notoriously ineffective.) The introduction is the place
where the main claim or idea should be stated very clearly to give the audience a sense of
the purpose of the speech. Speakers need to orient the audience and make connections
between what they know or are already interested in and the speech topic.

Establish goodwill and credibility. Many people believe the most important part of
persuasion was ethos, or the character the speaker exhibited to the audience. The audience
needs to see the speaker as someone to listen to attentively and sympathetically. Ethos is
generated by both delivery style and content of the speech. Making eye contact with the
audience and displaying confidence in voice and body are two important ways to establish
ethos. In addition, if you express ideas that are original and intelligent, you will show what
“intellectual character.” Audiences pay attention to habits of thought that are interesting and
worth listening to.

Give a preview. Mentioning the main points to be covered in the body prepares the
audience to listen for them. Repetition is an important aspect of public speaking, for listening
is an imperfect art, and audience members nearly always tune out in parts--sometimes to
think about previous parts of the speech, sometimes for other reasons. The preview should
end with a transition, a brief phrase or a pause to signal to the audience that the speech is
moving out of the introduction and into the body.

The body follows and is itself structured by a mode of organization, a logical or culturally
specific pattern of thinking about ideas, events, objects, and processes. Having a mode of
organization means grouping similar material together and linking the component parts
together with transitions. Good transitions show the relation between parts of a speech. They
display the logic of the speech. Common transition phrases include: in addition to,
furthermore, even more, next, after that, then, as a result, beyond that, in contrast, however,
and on the other hand. One special type of transition is called the internal summary, a brief
restatement of the main point being completed.

Body

In the body, the fewer the main points the better. For short classroom speeches, under
10 minutes, speeches should not have more than three main points. For longer speeches,
more than five main points ensures that audiences will have trouble following and
remembering the speech. In the speech, main points should be clearly stated and
"signposted," marked off as distinct and important to the audience. Transitions often serve to
signpost new points, as do pauses before an important idea. Additionally, speakers might
number main points—first, second, third or first, next, finally. Always make it easy for the
audience to recognize and follow key ideas.

9
 There are several common modes of organizing the information in the body of your
speech:

Temporal organization groups information according to when it happened or will happen.

Types of temporal patterns include chronological (in the sequence it occurred) and reverse
chronological (from ending back to start). Inquiry order is one special mode of temporal
organization useful in presenting some kinds of research: here you organize the body in
accord with the unfolding processes of thinking and gathering data, taking the audience from
the initial curiosity and questions to final results.

Cause-effect is a related mode of organization, showing how one event brings about
another. Cause-effect, like other temporal modes, may be used for past, present, or future
events and processes. Cause-effect can also be reversed, from effect back to cause.

Spatial patterns group and organize your speech based on physical arrangement of its
parts. If a speech is describing a place, a physical object, or a process of movement--
downtown Mercer, a plant cell, or the Battle of Shiloh--spatial patterns can be useful.

Topical designs are appropriate when the subject matter has clear categories of division.
Government in the United States, for instance, falls into federal, state, and local categories;
or into executive, legislative, and judicial branches; into elected and appointed officials.
Categories like these can help divide the subject matter to organize the main points.

Compare/contrast takes two or more entities and draws attention to their differences
and/or similarities. Sometimes speakers explain a difficult subject by comparing it with an
easier, more accessible one--to explain nuclear fusion with the stages of high school
romance, for instance. The use of analogies often assists in audience understanding.

Conclusion

Following a transition from the body of the speech, the conclusion follows. The
conclusion should be somewhat shorter than the introduction and accomplishes two
purposes: summarize main ideas and give the speech a sense of closure and completion.
Good conclusions might refer back to the introduction, offer an analogy or metaphor that
captures the main idea, or leave the audience with a question or a challenge of some type.
Brief quotations can also make effective conclusions (just as they can make effective
openings for introductions).

https://www.comm.pitt.edu/structuring-speech

10
 What’s More

Informative – This speech serves to provide interesting and useful information to your
audience. Some examples of informative speeches:

A teacher telling students about earthquakes

A student talking about her research

A travelogue about the Tower of London

A computer programmer speaking about new software

Activity 1: Answer the following questions. Encircle the letter of your choice.

1. It is a human vocal communication using a language.

a. Auditory c. Speech
b. Olfactory d. Nasal
2. It provides interesting and useful information to the audience.
a. Informative speech c. Entertainment speech
b. Persuasive speech d. Exclamatory
3. It is a part of a speech that gives the full information in detail.
a. Introduction c. Conclusion
b. Body d. Speaker
4. It summarizes the main idea of a speech.
a. Introduction c. Conclusion
b. Body d. Speaker
5. When your teacher discusses about volcanoes, what kind of speech is it?
a. Informative speech c. Entertainment speech
b. Persuasive speech d. Exclamatory

What I Have Learned

Generalization:

What is the purpose of giving an informative speech?

11
 What I Can Do
Read the informative speech given below. Use the rubric for your
guide how your reading will be rated.

Read Me Aloud

www.facebook.com/help4healthph/photos/a.105828821052140/105825374385818/?type=3&is_lookasid
e=1&_rdc=1&_rdr

12
Lesson
Using Appropriate Prosodic Features
3
De
of Speech When Delivering Lines

What’s In

In the previous lesson, you were able to learn how to deliver a self-composed
informative speech. This lesson not only taught you how to compose an informative
speech but trained you to deliver your self-composed informative speech.
This time, you will enhance more of your becoming a great speaker of your
own composed speech through observing the appropriate prosodic features of
speech when delivering lines.

What’s New
Read Me

A. Read the following words stressing only the first syllable.

Menu syllable laboratory
sofa notary enema
baptism ancestor candidacy
B. Read the following words, stressing only the second syllable.
Endure percentage immediate
Establish florescence heroic
Utensil judiciary illegible
C. Read the following words stressing only the third syllable.
Circumstantial volunteer respiration
Satisfactorily anniversary regulation
Complimentary illegitimate physiotherapy
D. Read the following words stressing only the fourth syllable.
Accumulation pronunciation metabolism
Extemporaneous authoritarian veterinarian
Parliamentarian fertilization pasteurization
E. Read the following words stressing only the fifth syllable.
Onomatopoeia inevitability capitalization
Naturalization miscommunication exemplification
Electromagnetically indiscrimination inexhaustibility

What have you noticed about the way you read?

________________________________________________
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