Oral Communication Q2 W1 W6

Oral Communication in
Context
Learning Activity Sheets
Quarter 2: Weeks 1 to 6
DIVISION OF ANGELES CITY

2
ORAL COMMUNICATION IN CONTEXT

SECOND QUARTER: WEEK 1
COMMUNICATIVE STRATEGIES IN DIFFERENT SITUATIONS
Name of Learner: ____________________________________________________

Section: ____________________________________________ Date: __________
Background Information:
People primarily communicate for many different reasons. Besides, since people are
social creatures who survive more successfully through reasonable talks, they are constantly
headed to gain proficiency with the aptitudes of making and supporting significant discussions.
Effective communication requires a comprehension of the connection between words and
sentences and even the discourse. There are times when a conversation may be complex;
that is why some people get lost along the way and misinterpret each other. It is only when
we willingly cooperate and speak in socially approved ways that we can make a conversation
meaningful (Sipacio and Balgos 2016).
Types of Communicative Strategy
Participating in discussions is bound by certain principles, Cohen (1990) states that

procedures must be utilized to begin and to keep up a discussion. Two basic aspects are to
be used in starting and maintaining a conversation and these are knowing and applying. Below
are some strategies that individuals use when communicating.
1. Nomination
A speaker carries out a nomination to collaboratively and productively establish a topic.
You try to open a topic with the people you are talking to when you employ this strategy.
When starting a point in a discussion, particularly if it does not emerge from a previous
topic, you may begin with news inquiries and news announcements as they guarantee
amplified conversation. Also, keep the conversational environment open for opinions until the
earlier topic closes down effortlessly and easily. This may proficiently indicate the start of a
topic within the discussion.
2. Restriction
Restriction in communication refers to any limitation that you are going to have as a
speaker. For instance, communicating within the classroom, in an assembly, or while hanging
out together with your companions, you are typically given specific directions to follow. These
directives will limit you as a speaker and restrain you from what you will be able to say.
For example, you might be asked by your teacher in your class to brainstorm on peer
pressure or deliver a speech. In this given example, you cannot decide to talk about something
else. Alternatively, when you make a conversation with your friends can be far more casual
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than these examples. Make sure to always be on point and avoid sideswiping from the topic
during the conversation to avoid communication breakdown.
Example: Read the situation below:
The class of Mr. Valdez just finished discussing the article written by Miss Maria
Cusipag titled “Teenage Pregnancy.” The article focuses on the consequences of being
pregnant at a very young age.
Mr. Valdez wants to know his students’ reactions to the arguments presented by the
author.
Mr. Valdez: The author states that teenage parents cannot grapple with financial problems.
Do you agree or disagree with the author? Let’s hear your insight, Dianna.
Dianna: I agree with the author. Teenage parents are too young to get a financially stable
job. If they get hired, they are usually paid according to their educational qualification.
Mr. Valdez: However, teenage parents have guardians to provide for their needs. Do you
think they will allow them to spend on everything? Also, there are other sources of income,
such as putting up a small business. What can you say about it, Dominic?
Dominic: Exactly. However, success in business endeavors is not easily achieved. For a
business to succeed, teenage parents should commit their time and effort. In this case, their
attention will be divided to attending to the needs of their child and of their business. It will be
a long and difficult process, and it does not have any guarantee.
Class: (Students begin chatting with their seatmates to express agreement. Janna raises her
hand.)
Mr. Valdez: Class, please maintain silence. Yes, Janna?
Janna: I agree with Dominic that putting up and managing a business requires one’s
dedication and full attention. There is no guarantee that a business will become successful or
profitable. Remember that children’s needs must be given immediately.
Mr. Valdez: Thank you for all your insights. Now let’s proceed to the next argument:
education.
Explanation:
Notice that, in the example above, Mr. Valdez is the main speaker and he decides who
among the participants can join or are restricted from joining the discussion. Those who are
invited to join the discussion are called by their names.
Now let us assume that Mr. Valdez did all the talking and did not call any of the
participants. This means that the participants are restricted from joining the discussion.
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Social relationships: In the case of the example above, Mr. Valdez is considered to be
the higher authority. He has the option to nominate or restrict the students, the lower
authorities, from joining the discussion.
Environment: The situation mentioned above is an example of group communication
with the classroom as the setting. Here, the role of the teacher is important as he controls the
flow of the discussion.
3. Turn-taking
Turn refers to the opportunity given to a speaker to talk, whereas turn-taking is a
process in which a participant stops speaking and yields the floor to another participant so he
or she could begin to speak.
There are three turn-taking acts: keep-turn, release-turn, and take-turn.
• Keep-turn suggests that a speaker must not stop until s/he fulfills his/her
purpose in a conversation.
• Release-turn suggests that a speaker is finished talking and is ready to yield
the floor to another person to take his or her turn. He or she may use signals
or pause in a conversation.
• Take-turn suggests that another participant can take the role of the speaker.
Signals and cues indicate that a speaker wants to keep, yield, or take his or her turn.
• Intonation signals that a speaker wants to keep or yield his or her turn. Rising
and falling intonations indicate that a speaker is releasing his or her turn. A falling
intonation indicates that a speaker is about to end his or her turn, while a rising
intonation implies that a speaker is asking the participants for clarification and
confirmation or sometimes s/he is expressing his/her disbelief.
• Verbal cues suggest that a speaker wants to yield or to keep his or her turn.
For example, calling the participants’ names indicate that a speaker is releasing his or
her turn. Meanwhile, using sentence connectors such as “additionally,” “on the
contrary,” “furthermore,” “consequently,” or “likewise” suggests that the speaker has
something more to say.
• Nonverbal cues or gestures like raising one’s hand show that a participant
wants to take the floor or speak. Also, when a speaker points to or fixes his or her gaze
on a participant may mean that he or she wants that participant to speak.
Example:
Mr. Sanchez was going to attend his first job interview as a civil engineer. He studied
his résumé and prepared for the responses to questions that might be asked. When he arrived
at the office, he was asked to wait. After 20 minutes, the interviewer called him and another
applicant and entered Room D.
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Miss Santos: Good afternoon, Mr. Sanchez and Miss Sarmiento. I am Miss Santos, the
human resource officer. (She then proceeds to provide information about the history of the
company.)
Mr. Sanchez: Good afternoon, Miss Santos!
Miss Santos: Please have a seat.
Miss Sarmiento: Thank you, Ma’am!
Miss Sanchez: This is going to be a 15-minute interview. I will forward your applications to
the supervisors if I find you–
Miss Sarmiento: Oh? Just a 15-minute interview?
Miss Santos: You heard it right. Let me finish first. I will forward your applications to the
supervisors if I find you qualified for the position. Can you tell me something about your
academic background? Let’s start with you, Mr. Sanchez.
Mr. Sanchez: I graduated as a summa cum laude in 2014. I have always treated my days at
the university as a preparation for my career. Also–
Miss Sarmiento: Me too! I have served as a student leader during my second year in college.
That was amazing! By the way, do you have a position as a team leader?
Miss Santos: (Nods) We do. However, they are only open to tenured employees. Mr.
Sanchez, do you also want to work as a team leader?
Mr. Sanchez: (Answers after three seconds) Yes, I do! However, I understand that I need to
have an experience first as a site engineer before leading a group of people.
Miss Santos: (Flips the résumé of Miss Sarmiento on the second page)
Miss Sarmiento: (Having seen the action of Miss Santos) Oh, by the way, the second page
does not contain any significant information, except character references.
Miss Santos: I am just looking at your résumé. Kindly wait for my next question.
(Miss Santos continues asking questions. The interview lasted for 15 minutes.)
Explanation:
In the given example, you would notice various turn-taking acts that were included.
Miss Santos’s introduction of herself implied keep-turn. She did not stop in between; thus,
achieving her purpose of briefing the applicants about the company.
Meanwhile, the act of Miss Santos calling Mr. Sanchez’s name to answer her question
means that she was yielding her turn.
Mr. Sanchez demonstrated the take-turn act when he responded to Miss Santos’s
question.
4. Topic Control
Topic control refers to how procedural familiarity influences the advancement of a point
in discussions. For instance, you could only have a turn to talk in a meeting after the
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chairperson asks you to do so. Compare this with a casual discussion with companions over
lunch or coffee where you will take the conversational floor anytime. This as it were implies
that when a point is started, it should be collectively developed by avoiding unnecessary
interruptions and topic shifts.
Topic control depends on the type of communication situation. Participants should
recognize who controls the conversation and who among the members are allowed to speak.
Example:
Read the situation below.
Larry conducted a team building among the officers of the student council. He
facilitated the group discussion by asking questions. Meanwhile, anyone was allowed to share
his/her insights.
Larry: For our group discussion today, we will talk about community development. We have
accomplished several programs for this advocacy. Let’s begin the discussion with your
insights.
Anna: When I first heard about community development, I was hesitant because I honestly
thought that it’s exhausting. I initially thought that, as students, it would be impossible for us
to help nearby communities.
Jerry: I agree with Anna. I have never imagined myself doing that. By the way, Anna, did your
impression change?
Anna: Yes. I realized that even if we are still students, we can help other people in our little
ways.
Larry: (No one expressed disagreement.) That’s a good way to start our discussion. Since
most of you agreed with her, let’s now focus on the first project we have done: Community
Development of San Andres. What challenges did you face in the beginning? What were your
thoughts about it?
Jerry: Budget. That’s the greatest challenge we have encountered. The principal provided a
budget plan, but it would always depend on the situation. (He went on with how they solved
the problem.) I am proud of our team. This did not cause any conflict with anyone, unlike other
groups.
Explanation:
In the situation, community development is the discourse topic. This means that
participants may contribute any concepts related to it. The conversation does not include a
specific category. Meanwhile, in Jerry’s statement, “Budget. That’s the greatest challenge we
have encountered,” the sentence topic is budget. Notice that he is also speaking topically
since his response is connected with Larry’s question “What challenges did you face in the
beginning?”
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Furthermore, Larry set the topic at the beginning of the discussion when he said, “Let’s
begin the discussion with your insights.” He then limited or controlled the flow of conversation
when he reminded the students to share the challenges they faced at the beginning of the
project.
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
moving from one point to another, you have to be instinctive. Make sure that the last point was
nurtured enough. You can also use transitions that will show a shift like “By the way,” “In
expansion to what you said,” “Which reminds me of,” and the like.
6. Repair
Repair refers to how the speakers resolve the problems and issues involved in
speaking and listening which could happen in a discussion or conversation. For instance, if
everyone in the discussion is talking at the same time, give way to set the conversation or
discussion back to its subject.
Repair is the self-righting component in any social interaction (Schegloff et al, 1977).
On the off chance that there's an issue in understanding the discussion, speakers will
continuously attempt to address and correct it. Although this is often the case, continuously
look for to start the repair.
7. Termination
Termination refers to the discussion participants’ close-initiating expressions that
conclude a topic in a discussion in which most of the time, the subject or the topic initiator
takes the role of ending the discussion. Ending the topic could be done by concluding cues
like sharing what you have learned from the discussion. Also, getting ideas from other
participants often completes the discussion of the topic profoundly.
Repair and Termination are communication strategies used to fix violations in various
communication situations.
Example:
Analyze the situation:
There is a gathering among the presidents of the organizations for the annual planning
of events. Each month, there will be an assigned group to host several events. Mr. Gomez, a
faculty member, is the facilitator of the meeting. He asks who among the organizations would
like to handle the events for August. The Filipino Club assumes that they should host the
events since the Philippines celebrates Buwan ng Wika (Appreciation of the Filipino
Language). However, another group wants to take over.
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Mr. Gomez: Next item on the agenda is the host for August. Every group is–
Mr. Philip: (Interrupts Mr. Gomez) Since we celebrate “Buwan ng Wika” every August, the
Filipino Club should be the host for August.
Mr. Gomez: Thank you for volunteering! It has been a tradition of every school. Does
everyone agree? If no one disagrees–
Mr. Yvan: (Without raising his hand, he starts talking along with Mr. Gomez.) But we have to
consider that our school has recently won a robotics competition. The award will be given in
August. We, the Science Club, would like to host the events too. It is a good way of
promoting it. Is that possible, Mr. Gomez?
Mr. Gomez: I understand. Going back to what I was saying, the Filipino Club can take over if
no one disagrees. However, if one team shows interest, we should hold another meeting.
Are we clear?
Mr. Philip: (Raises his hand and is called by the facilitator) Well, I appreciate your intention,
Mr. Yvan. It is a great honor for our school. However, we cannot grant your request.
Mr. Yvan: (Raising his hand but being ignored by Mr. Philip)
Mr. Philip: We have announced it last summer that students who are interested to join
contests related to the current theme for “Buwan ng Wika” can prepare as early as now. We
can’t cancel it. We have provided the schedule.
Mr. Gomez: Please be reminded that no organization is allowed to release a schedule
without our consent.
(Everyone is silent for a while.)
Mr. Gomez: I hope this incident will never happen again, Mr. Philip.
Mr. Yvan: Anyway, since the announcement has been made, we would like to host the
events for September instead. We hope we can be given enough time to announce the
events and honor the members of the Robotics Club on August 8.
Mr. Gomez: That is not a problem. I think the issue has been resolved. Anyway, it is already
noon. You may take a break and come back at 1:00 p.m.
(Everyone leaves the room.)
Explanation:
In the situation, notice the following violations committed:
Grabbing the floor – Mr. Gomez did not finish what he was about to say because Mr.
Philip interrupted him.
Overlapping – Mr. Yvan, without raising his hand, started to say his piece while Mr.
Gomez was still talking.
Hogging the floor – Mr. Yvan raised his hand to get Mr. Philip’s attention, but the latter
ignored him.
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Dead air – After the intense argument, everyone was silent.

It should be noted that Mr. Gomez was established as the facilitator of the meeting.
Thus, he was in charge of repairing or terminating the violations committed by Mr. Yvan and
Mr. Philip. Below are the instances where some of the guidelines for repair and termination
are applicable:
Recognize the violation – When Mr. Philip interrupted Mr. Gomez, Mr. Gomez
acknowledged him by saying, “Thank you for volunteering!”
Shift back to the main topic – Mr. Gomez, after being interrupted, returned to the topic
by using verbal cues such as “Going back to what I was saying.”
Ask leading questions – Mr. Gomez remarked “Are we clear?” to indicate that they
were about to go back to the original topic.
Terminate the conversation – Mr. Gomez terminated the conversation by saying that
the issue has been resolved and that it was time for lunch.
Learning Competency with code: Employs various communicative strategies in different

situations
Exercise 1:
Instructions: Identify the type of communicative strategy used in each statement. Write your
answers on the space provided before the number.
_______________ 1. “Please hear me out, I really need to tell you something.”
_______________ 2. “That's it for today's class, I’ll see you all again next week.”
_______________ 3. “You wanted to say something?”
_______________ 4. “What do you think about the weather today?”
_______________ 5. “Please share your ideas about climate change.”
_______________ 6. “How’s your day at school?”
_______________ 7. “Thank you very much for your help! See you around!”
_______________ 8. “It’s nice to see you. I came to visit you because I want to personally
say sorry for what I said last week.”
_______________ 9. “I will be busy this week. What if we talk about it next week?”
_______________ 10. “You may now share your knowledge about climate change.”
_______________ 11. “What do you think is the reason why the weather changes? Do you
think it is about climate change?
_______________ 12. “What about you? What did you like about our activity today? Please
share it to the class now.”
_______________ 13. “Yes, you got it. I'll meet you there, bye!”
_______________ 14. “What do you think about climate change? Let’s listen to your
classmate’s answer.”
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_______________ 15. “The activity is easy. Do you agree?”

Exercise 2
Instructions: Read the dialogue below and answer the following questions on the space
provided.
Jose: Hello! I’m Jose Santos. You can call me Joe. What’s your name?
Jane: My name is Jane Dizon. My friends call me Jha.
Jose: It is nice to meet you, Jane.
Jane: I am pleased to meet you too, Jose. Where are you from?
Jose: I am from Cabanatuan City. What about you?
Jane: I am from Cabiao.
Jose: I see. I think the town mayor is a distant relative of my cousin. Where did you finish
high school?
Jane: I graduated from Cabiao National High School. And from where did you graduate?
Jose: I graduated from Nueva Ecija High School
Jane: What course are you taking up?
Jose: I am taking up Engineering. What about you?
Jane: Wow! I am taking up Hotel and Restaurant Management.
Jose: Pardon?
Jane: I said, I am taking up Hotel and Restaurant Management.
Jose: That’s great and wonderful!
Jane: Ah, Joe, let’s talk at lunch. I got to finish up my assignment before 11:00.
Jose: All right! See you later!
Jane: See you!
A. How did the speakers nominate the topics? (Write the exact sentences that show
nomination from the dialogue.)
1. ___________________________________________________________________.
2. ___________________________________________________________________.
B. How did the speakers restrict the topics?
3. ___________________________________________________________________.
C. How did the speakers do the turn-taking? (Write the exact sentences that signal turn-
taking from the dialogue.)
4. ___________________________________________________________________.
5. ___________________________________________________________________.
6. ___________________________________________________________________.
7. ___________________________________________________________________.
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8. ___________________________________________________________________.
9. ___________________________________________________________________.
10. ___________________________________________________________________.
11. ___________________________________________________________________.
D. How did the speakers control the topics?
12. ___________________________________________________________________.
E. How did the speakers shift from one topic to another topic?
13. ___________________________________________________________________.
F. How did the speakers repair the miscommunication?
14. ___________________________________________________________________.
G. How did the speakers terminate their conversation?
15. ___________________________________________________________________.
Exercise 3:
Instructions: Think of three scenes from a movie or a TV show where various communicative
strategies were employed in one conversation. Evaluate the effect of the strategy applied to
the conversation and to the characters. List your evaluations in the table below.
Movie/TV Show
(scene and Communicative Effect on the Effect on the
context; Strategy Applied Conversation Characters
characters)
Mel Tiangco will
Example:
stop speaking and
24 Oras (when Mel This will suggest that
yields the floor to
Tiangco introduces Mang Tani can take
Turn-Taking Mang Tani so he
and gives a turn to the role of the
could begin to
Mang Tani for the speaker.
speak about the
weather updates)
weather updates.
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Rubric for Exercise 3:
5 4 3 2
presents the
presents the
movie/TV show presents the presents the
movie/TV show
Movie/ TV show with scene, movie/TV show movie/TV show
with scene, and
context, and and characters title only
characters
characters
provides the provides correct
provides
correct communicative
provides correct incorrect but
Communicative communicative strategy from the
communicative similar
Strategy and strategy from the given movie/TV
strategy from the communicative
Effect on the given movie/TV show and
given movie/TV strategy from the
Conversation show and clearly somehow states its
show given movie/TV
states its effect on effect on the
show
the conversation conversation
shows adequate shows little
shows strong shows a clear
understanding of understanding of
Effect on the understanding of understanding of
the the
Characters the communicative the communicative
communicative communicative
strategies strategies
strategies strategies
Exercise 4:
Instructions: Think of a time when you had to explain one message in two different instances
with varying contexts. For example, you might have told your parents over dinner how badly
you want to study at your dream university, and in another instance, you talked about the
same thing with your friends while having coffee.
In an essay with a minimum of 5 paragraphs, discuss why your communicative
strategies change as there are adjustments in every speech context, speech style, and speech
act. Discuss your language, duration of interaction, your relationship to the listener, your roles
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and responsibilities as a speaker, your message, your delivery, and how these differ in the
two varying instances and contexts.
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Rubric for Exercise 4
5 4 3 2
discusses why
discusses why your discusses why your
discusses why your your
strategies change strategies change
strategies change strategies change
as there are as there are
as there are as there are
adjustments in adjustments in
Ideas adjustments in adjustments in
every speech every speech
every speech every speech
context, speech context, speech
context, speech context, speech
style, and speech style, and speech
style, and speech style, and speech
act in an original act in consistent
act in general way act in vague or
way manner
unclear way
Has some
Shows strong and
Shows organized organization; No organization;
organized
Organization beginning /middle attempt at the lack beginning
beginning /middle
/ending beginning /middle /middle/ ending
/ending
/ending
Writing shows Writing shows a Writing shows
Writing shows little
strong clear adequate
understanding of
Understanding understanding of understanding of understanding of
the communicative
the communicative the communicative the communicative
strategies
strategies strategies strategies
Sentence structure Sentence structure Sentence structure
No sense of
enhances meaning; is evident; is limited;
Sentence sentence structure
flows throughout sentences mostly sentences need to
Structure or flow with 2 or 1
the piece with 5 or flow with 4 flow with 3
paragraph
more paragraphs paragraphs paragraphs
Mechanics Free from any error Few errors Several errors Numerous errors
Source: https://www.thoughtco.com/essay-rubric-2081367
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Reflection
Instructions: Reflect on the learning that you gained after taking up this lesson by completing
the given chart.
What were your thoughts or ideas about the

topic before taking up this lesson on types
of communication strategy?
I
thought…______________________________
__
______________________________________
______________________________________
______________________________________
______________________________________
______________________________________
___________________.
What new or additional ideas did you have
after taking up this lesson?
I learned
that…_____________________________
References for Learners:

Sipacio, Philippe John F. and Balgos, Anne Richie G. 2016. Oral Communication in Context
for Senior High School. 839 EDSA, South Triangle, Quezon City: C & E Publishing,
Inc.
Cox, Janelle. "Sample Essay Rubric for Elementary Teachers." ThoughtCo.
https://www.thoughtco.com/essay-rubric-2081367. Accessed September 12, 2020.
Flores, Ramona S. 2016. Oral Communication in Context. REX Book Store.
Jose, Luijim S. and Larioque, Ronaldo R. 2016. Oral Communication in Contest for SHS.
Books Atbp. Publishing Corp.
SST - III
AIKO B. GAÑA
Prepared:
Exercise 1
1. Turn-taking
2. Termination
3. Turn-taking
4. Turn-taking
5. Nomination
6. Nomination
7. Termination
8. Repair
9. Termination
10. Turn-taking
11. Topic Control
12. Turn Taking
13. Termination
14. Turn Taking
15. Restriction
Exercise 2
1. “Hello! I’m Jose Santos. You can call me Joe. What’s your name?”
2. “I am pleased to meet you too, Jose. Where are you from?”
3. The speakers restricts or limits participants from contributing to the conversation or discussion
by asking specific questions and by using the pronoun “you”.
4. “Hello! I’m Jose Santos. You can call me Joe. What’s your name?”
5. “It is nice to meet you, Jane.”
6. “I am pleased to meet you too, Jose. Where are you from?”
7. “I am from Cabanatuan City. What about you?”
8. “I see. I think the town mayor is a distant relative of my cousin. Where did you finish high
school?”
9. “I graduated from Cabiao National High School. And from where did you graduate?”
10. “What course are you taking up?”
11. “I am taking up Engineering. What about you?”
12. Topic control occurs when the main or assigned speaker manipulates the discussion so as to
maintain its flow without moving away from or changing the topic. Participants should be
mindful of verbal cues as the main speaker uses statements such as “Let’s focus on . . .” or
“Let’s discuss . . .” to set the topic of the conversation or “As I was saying . . .” or “Going back
to . . .” to sustain or return to the original topic.
13. The speakers did the topic control in the conversation by allowing each other to speak and
when the assigned speaker manipulates the discussion so as to maintain its flow without
moving away from or changing the topic.
14. The speaker repaired the miscommunication by saying “pardon” so he could ask the other
speaker to repeat it for him.
15. The conversation was terminated when Jane said “Ah, Joe, let’s talk at lunch. I got to finish
up my assignment before 11:00.”, and Jose responded “All right! See you later!”.
Exercise 3
1. Answers may vary
Exercise 4
1. Answers may vary
Answer Key
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THE EFFECTS OF A SHIFT
Name of Learner: _____________________________________________________

Section: ____________________________________________ Date: __________
People communicate every day to build and maintain relationships, recognize and
understand themselves, and find meaning in daily situations (Sipacio and Balgos, 2016). In
the previous modules, you have learned about speech context which involves three main
concepts: Intrapersonal, Interpersonal, and Public. I know you still remember the discussion
on the speech styles that include intimate, casual, consultative, formal, and frozen. You have
also encountered the terms locution, illocution, and perlocution when you had the topic on
speech act. Recently, your mind still recalls the communicative strategies that were introduced
before this new discussion. These strategies are nomination, restriction, turn-taking, topic
control, topic shifting, repair, and termination. Please do not dismiss all these concepts in your
mind as we will apply them in our discussion in this Learning Activity Sheet.
When there is a shift in speech context, speech style, speech act, and communicative
strategy, it affects the language form, duration of interaction, relationship of the speaker, roles
and responsibilities of the speaker, message, and delivery during communication. The effect
gives a completely different impression to the listener and changes the situation of the
communication.
Language form deals with the internal grammatical structure of words and phrases,
including vocabulary. For example, when a speaker refers to “people,” he/she denotes more
than one person without a particular identity. But, if the word “Filipinos” is used, the speaker
is referring to the people who live in the Philippines. In terms of vocabulary, if a chef says,
“Beat the egg,” the word beat means to mix by stirring. However, the word beat may have
another meaning if I say “The news reporter can have a particular beat for two weeks.” This
time, beat refers to a particular topic that a news reporter/journalist covers.
The duration of interaction is defined as the length of time that communication lasts.
When a speaker and listener have common interests, they can have a longer time to talk about
their topic without actually noticing it. But, if both of them are not interested in the topic, it is
expected that they would just have a minute for conversation. This explanation is connected
to the relationship of the speaker to the listener. Normally, when there is a particular
connection between the speaker and the listener, for example, family members, it will be
easier for them to change from one speech context, speech style, speech act, and
communicative strategy to another. However, if you are talking to a stranger or a person with
higher authority, you become mindful of the communicative style and strategy that you use
because you consider the context where you are in. This is an important thing that you have
to consider as a speaker. Your role and responsibilities as a speaker suddenly change
depending on your listener and the context. If you are a child to your parents, you are a student
to your teachers.
Lastly, the message and the delivery of communication are also affected once the
speaker and the listener shift from either one of the speech context, speech style, speech act,
and communicative strategy. To cite, if the president talks to the DepEd secretary formally,
then one of his family members suddenly calls through phone, the president will change his
style of communication to that family member since their relationship is considered intimate.
18
The president can only discuss topics on education to Sec. Briones, our DepEd secretary,
while he can freely talk about all things to his family members as long as he decides to do so.
Hence, it is important to remember that when you communicate, you do not only consider
yourself but most importantly, you give thought on the topic that we have pointed out in this
discussion.
Learning Competency with code:

Explains that a shift in speech context, speech style, speech act, and communicative strategy
affects the following: Language form; Duration of interaction; Relationship of the speaker; Role
and responsibilities of the speaker; Message; and Delivery (Quarter 2, Week 2, EN11/12OC-
IIab-22)
Exercise A
Instructions: Read each sentence. On the blank before each number, write T if the idea is
true. Write F if the idea is false.
Example:
F A. The mother knew that her daughter went outside and asked her to change her
clothes right away. Her daughter was accompanied by her friend Sheena. Since
the mother is concerned about their health, she seriously told Sheena “Go home
immediately because you might bring some virus.” This scenario clearly shows
that the mother, as the speaker, thinks of her words carefully to not hurt Sheena’s
feelings.
________ 1. The duration of interaction means the length of time that communication lasts.
________ 2. Ms. Ramos wants to collaborate with the city government for the donation of
some school supplies like bond papers and sanitizers. She wants to meet the
city mayor. Because of her good intention, she and the mayor can meet anytime
without setting an appointment.
________ 3. One responsibility of a speaker is to ensure that s/he does not offend the
listener.
________ 4. An English word such as break may have different meanings. It can be a noun
and a verb at the same time.
________ 5. In an English class, Kenneth asks Mr. Mark “Do you have anything to say?”
Based on the italicized question, it can be said that Kenneth plays the role of a
student and Mr. Mark is his teacher. Since Kenneth is a student, the way he
delivered his question to his teacher is considered appropriate to his role as a
speaker.
________ 6. During the English Club meeting, Kaeil asks “Excuse me, I think we should
hear from the other members of the club,” Based on the italicized question, the
speaker is assumed to play the role of a club president.
________ 7. A frozen speech style such as class pledge and school creeds can be delivered
through rap songs.
________ 8. Keil and Mike are best friends. He always tells jokes to Mike and he even
makes his other friends laugh. This means that Keil can also tell a joke to the
school principal to make him/her laugh.
________ 9. The class adviser said “I apologize for the date I announced yesterday. It
19
should be October 22, 2020.” This clearly shows that the speaker acknowledges
her mistake and that she knows her responsibility as a speaker, which is to
announce clear information.
________ 10. Meetings and interviews are examples of formal speech style. As a speaker, a
casual language or expressions can be used.
________ 11. Therese and Jea have been friends since high school. Whenever they talk
with each other, they would use words like chorva, borlog, and keribels. But,
when they are in the office, they use appropriate language to show that they are
professional managers. This shows that they consider their roles and
responsibilities as speakers whenever they are in the office.
________ 12. Mrs. Cruz and Mr. Cruz are both teachers in the same school. They are also a
married couple. Given that they are husband and wife, they can communicate
intimately during faculty meetings.
________ 13. Opening a topic with a friend for almost two years anytime and anywhere is
easy because you can tell her everything you want.
________ 14. Leaving a good impression to the audience is an important responsibility that
everyone must do when initiating and ending a conversation.
________ 15. A shift from one communicative strategy to another may happen when speaking
in front of a big crowd. The listener, therefore, needs to adjust to the speech styles
that the speaker may use.
Exercise B
Instructions: Refer to Activity A. Choose five items in which answers are false. Using at
least three sentences, explain why those are considered false. Consider the shift in speech
context, speech style, speech act, and communicative strategy. Determine also if the
language form, duration of interaction, relationship of speaker-audience, role and
responsibilities of the speaker, message, or delivery was affected. Every item corresponds
to three points (15 points in total). Use another sheet of paper for your answer and attach it
to this activity sheet. An example and a rubric are given to guide you in answering this
activity.
Example:
Scenario (Taken from Example A in Exercise A): The mother knew that her daughter went
outside and asked her to change her clothes right away. Her daughter was accompanied by
her friend Sheena. Since the mother is concerned about their health, she seriously told
Sheena “Go home immediately because you might bring some virus.” This scenario clearly
shows that the mother, as the speaker, thinks of her words carefully to not hurt Sheena’s
feelings.
Explanation: The answer to this is False. The mother did not carefully think of her words. The
phrase “you might bring some virus” makes the entire message offending to the listener who
is Sheena. Because of the shift in speech style, from intimate (mother to daughter) to casual
(mother to Sheena), and the communicative strategy used (restriction), the mother did not
become mindful of the delivery of her words, message, and her roles and responsibilities as
the speaker. This can also affect the relationship of the speaker (mother) to the listener
(Sheena). If Sheena got really offended, she would not visit the house of her friend anymore
and would not have good communication with her mother’s friend and friend anymore.
20
Checklist for Scoring

Criteria Evident Not
evident
1. The shift in speech context, speech style,
speech act, or communicative strategy was
clearly explained.
2. The effect on language form, duration of
interaction, the relationship of speaker-
audience, role and responsibilities of the
speaker, message, or delivery was clearly
discussed.
3. The effect on communication, in general, was
explained.
Note: This checklist for scoring is used for each explanation in one item.
Exercise C
Instructions: Analyze the given dialogue. Identify the kind of relationship that the speakers
and listeners have and explain the effect on language form, duration of interaction, the
relationship of speaker-audience, role and responsibilities of the speaker, message, and
delivery when the speakers shifted in speech context, speech style, speech act, and
communicative strategy. You do not have to discuss all the effects. You may opt to discuss
the effects on language form, message, and delivery for example. Use another sheet of paper
for your answer and attach it to this activity sheet. A rubric is given to serve as your guide to
achieving a very good score.
You: Ma, I would like to pursue business management at my college.

Papa: (enters the dining area and interrupts) Business management???
You: Of course! To earn a lot of money. For your new shoes (laughing)!
Mama: (disagreeing) Get another course, NOT THAT. The tuition fee is TOO EXPENSIVE.
You: No! That’s what I want.
Papa: Ok, but we do not enough have money for that course.
You: (disrespectful tone) It’s your responsibility, not mine.
Mama: (raising voice) YOU SHOULD NOT TALK THAT WAY, WE ARE YOUR PARENTS! Have
some respect, anak.
You: Sorry po! I said that because I want to study. But, I can go to work so I can study. I will
multiply myself to my work and school at that time.
Mama and Papa: (laughing voice) What do you mean "multiply?" You made us laugh.
You: Nothing. I said “Mahal ko po kayo.”

Criteria VGE GE SE LE N
5 4 3 2 1
1. The relationship between the speaker and the
listener was explained.
2. The shift in speech context, speech style, speech
act, and communicative strategy were clearly
explained.
21
3. The effect on language form, duration of

interaction, the relationship of speaker-audience,
role and responsibilities of the speaker, message,
or delivery was clearly discussed.
4. The entire discussion is clear and concise.
TOTAL
GRAND TOTAL /20
Legend: VGE – To a very great extent; GE – To a great extent; SE – To some extent; LE – To
a little extent; N – Not at all
Exercise D
Instructions: The Oral Communication in Context subject prepares you to become good
communicators using the English language. It particularly aims to develop your speaking and
listening skills that you can use in various situations. Having said this, in one of your activities,
your teacher asked you to share your dream course in college to him/her by writing a dialogue
with you as the speaker and your teacher as the listener. This activity is also a preparation for
your interview for the yearly Career Guidance of the school. Using the same script in Exercise
C, alter/modify the dialogues enclosed in box in Activity C based on the scenario given. It is
up to you on how you will end the dialogue. The script must contain a maximum of 10 lines
(for example, five for you and another five for your teacher. Use another sheet of paper for
your answer and attach it to this activity sheet. A rubric is given to serve as your guide in
achieving a very good score.
Criteria VGE GE SE LE N
5 4 3 2 1
1. The script reflects the shift in one of the following:
speech context, speech style, speech act, and
communicative strategy were clearly explained.
2. The script reflects an effect in one of the
following: language form, duration of interaction, the
relationship of speaker-audience, role and
responsibilities of the speaker, message, or
delivery.
3. The words used are appropriately chosen and
written based on the given scenario.
4. The script was ended nicely and respectfully
based on the given scenario.
TOTAL
GRAND TOTAL /20
Legend: VGE – To a very great extent; GE – To a great extent; SE – To some extent; LE – To
a little extent; N – Not at all
22
Reflection:
State the specific concepts that you have learned and the things that you do not really
understand well in our discussion in the rectangular callout provided.
I have learned that…
I need some clarifications on…

Sipacio, Philippe John F. and Balgos, Anne Richie G. 2016. Oral Communication in Context
for Senior High School. Quezon City: C & E Publishing Inc.
Answer Key
Answers may vary for Exercises B, C, and D.

15. F 10. F 5. F
14. T 9. T 4. T
13. F 8. F 3. T
12. F 7. F 2. F
11. T 6. T 1. T
Exercise A
Prepared:
KATHLYN JOY B. GALANG
T-III/Oral Communication Teacher
Angeles City National High School-SHS
2

PRINCIPLES OF EFFECTIVE SPEECH WRITING
Name of Learner: ___________________________________

Section: ___________________________________________ Date: ____________
It is certain that at least once in your lifetime, you will be faced in a situation where
you will have to deliver a speech. It may be simple such as making your mom understand that
you need to stay away from meat and have fruits and vegetables instead especially during
this time of pandemic or as complex as convincing your dad that COVID-19 is a part of the
plan to establish a new world government. However simple or complex your speech is, you
have to understand the speech writing process and you need to learn the rudiments of
effective speech writing. There are principles involved in creating an effective speech that you
have to learn and use for you to become an effective speaker.
The speech writing process involves conducting an audience analysis, selecting a

speech pattern, preparing an outline, creating the body of the speech, preparing the
introduction and conclusion, editing, and revising.
As you prepare for your speech, it is imperative to give special considerations to the
principles of effective speech writing focusing on audience profile, duration, logical
organization, word choice, and grammatical correctness.
Principles and Process of Speech Writing
1. Audience Profile Analysis
Audience profile analysis is looking at the general characteristics of your target audience. The
knowledge of their general characteristic will help you design your speech in a way that would
make it appealing to them in terms of content and delivery so that you will get 100% of their
attention.
Audience profile analysis includes demography (age range, male-female ratio, educational
background, nationality, economic status), situation (time, venue, occasion, size), and
psychology (values, beliefs, attitude, cultural and racial ideologies).
The following is an example of a checklist which will help you make an audience profile
analysis.
AUDIENCE PROFILE ANALYSIS

Age Range 18-35
Male-Female Ratio 10:30

Marital Status Married
Educational Background College Graduate
Place of Residence Angeles City
3
Psychology regarding the The audience believes that every individual needs to
pandemic support the government in the implementation of
rules and policies to win against the COVID-19
pandemic
Size of the audience 40
Time of the event 9:00AM-10:00AM
Venue of the event Google Meet Platform
2. Duration
Duration is the length of time it will take a speaker to deliver the speech or the length of time
the speaker has allotted to deliver the contents of the speech and achieve its purpose. The
speaker considers the topic and audience when deciding for the duration of the speech.
3. Logical Organization
Logical organization helps make sense and meaning to ideas and information. In speech
writing, ideas and information should appear in a logical sequence. Some ideas and
information need to come first, some need to come last, while others need to be in the middle.
In identifying the arrangement of ideas and information, the different writing patterns that suit
a specific topic help. Also, identifying which ideas fit for the introduction, body, and conclusion
is useful.
Below are the different writing patterns out of which you can choose one that best suits your
speech topic.
A. Writing Patterns
1. Biographical
Presents descriptions of an individual’s life, famous or not.
Sample Topic: The life and works of Miriam Defensor Santiago
2. Categorical
Presents related categories supporting the topic.
Sample Topic: Why community members who are pregnant, senior citizens, sick,
below 21 are urged to stay at home during the pandemic
3. Causal
Presents cause-effect relationships
Sample Topic: Explaining how sunshine and zinc function to help the body fight
COVID-19
4. Chronological
Presents information in a time order
Sample Topic: Describing the significant and successful efforts of Taiwan in
fighting the virus before, during, and after the COVID-19 pandemic
5. Comparison/Contrast
Presents similarities and differences between two or more things
4
Sample Topic: Explaining why blended distance learning is better than modular
distance learning
6. Problem-Solution
Presents an identified problem, its causes, and recommended solutions
Sample Topic: Discussing how boosting the immune system helps prevent
COVID-19
Below is a guide in identifying what may be included in the introduction, body, and conclusion
of a speech. Knowledge of this will help you observe logical organization in speech writing.
B. Outline
1. Introduction
This is the foundation of speech. The main goal in the introduction is to get the
attention of the audience and present the subject or the main idea of the speech.
The following are some of the strategies that may be used in writing the
introduction.
• Use a real-life experience and connect that experience to the subject.
• Use practical examples and explain their connection to the subject.
• Start with a familiar or a strong quote and explain what it means and how it is
related to the subject.
• Use facts or statistics and highlight their importance to the subject.
• Tell a personal story to illustrate a point.
2. Body
This part of a speech provides an explanation, examples, or details that will help
in the delivery of the purpose of the speech and/or help explain the main idea. The
following are some of the strategies that may help highlight the main idea.
• Present real-life examples.
• Present comparisons and contrasts.
• Present a chronology.
• Share ideas from experts.
• Discuss cause and effects.
• Show comparisons and contrasts.
• Identify problems and solutions.
3. Conclusion
This part of a speech restates the main idea. It provides a summary, emphasizes
the message, and calls for action. This part of a speech aims to leave the audience
with a memorable statement. The following are some of the strategies that will
help in writing the conclusion.
• Restate the message of the speech.
• Use positive examples, encouraging words, or memorable lines from songs,
stories, or movies that may be familiar to your audience.
• Ask a question or a series of questions that will make the audience reflect or
ponder.
5
Use principles of speech writing focusing on audience profile, logical organization, and
duration. (Quarter 2 Week 3 EN11/12OC-IIcj-25.4-25.5)
Exercise A
Instructions: Read and understand each statement carefully. After, write T if the statement
is TRUE or F if the statement is FALSE. Write your answer on the space provided before
every number.
______ 1. It is imperative for a speech to include an introduction, a body, and a conclusion.
______ 2. Speech writing is a recursive process, so you can always go back to any point in
the process to improve your draft.
______ 3. Discussion is written in the introduction part of a speech.
______ 4. It is important to look at the general characteristics of your target audience.
______ 5. Identifying a specific duration for your speech is not much of significance.
______ 6. Ideas and information should appear in a logical sequence when writing a speech.
______ 7. Audience size is an important consideration before writing a speech.
______ 8. Looking at the general characteristic of your target audience is called audience
profile analysis.
______ 9. Demography includes time, venue, occasion, and size of an audience.
______ 10. Psychology in audience analysis includes age range, gender ratio, economic
status, and educational background.
______ 11. In writing the introduction part of your speech, your primary goal must be to get
the attention of your audience.
______ 12. The conclusion is a restatement of the main idea of your speech.
______ 13. The main content of a speech is found in the body part.
______ 14. The use of facts or statistics, real-life experiences, familiar quotes, and other
attention getters is one of the useful strategies in writing the introduction.
______ 15. In writing the conclusion part of a speech, it is best to give the listeners a little
something to think about as you leave them with the last statement.
Exercise B
Instructions: You are the newly-appointed Department of Education secretary and you will
deliver a speech titled Teaching through a Pandemic: A Mindset for this Moment. You need
to conduct an audience analysis, thus you fill-out the table below.
AUDIENCE PROFILE ANALYSIS

Age Range
6
Male-Female Ratio
Marital Status
Educational Background
Place of Residence
Psychology regarding the pandemic
Size of the audience
Time of the event
Venue of the event
Exercise C
Instructions: Read and understand each speech topic carefully, then decide what writing
pattern would best suit each one. Encircle the letter that corresponds to the correct answer.
1. Rebuilding an economy after a pandemic
a. Biographical b. Causal
c. Comparison and Contrast d. Problem-Solution
2. The effects of the global crisis on students’ mental and emotional health.
3. Different strategies government leaders do to help their people during the Covid-19
pandemic with courage and hope.
4. Dr. Dimal navigating the Covid-19 pandemic.
5. Re-engineering mosquitoes to fight disease.
6. Different learning modalities schools adapt during the Covid-19 crisis.
a. Categorical b. Causal
c. Chronological d. Comparison and Contrast
7. Trials, tribulations, and timeline of Covid-19 pandemic.
8. How the different schools responded to the crisis to meet the needs of the learners.
9. The three Ws in fighting the Corona virus—wear a mask, wear a face shield, wash and
sanitize hands.
10. The impact of mass media to the psychology of the people during the pandemic.
7
11. The interconnected nature of our world — Acting in global solodarity to overcome the
socio-economic impacts of Covid-19 pandemic.
12. Rashid — one of the hundreds of millions of babies born during the Covid-19 pandemic.
13. Acts of humanity, inspiring hope for a better future.
14. How Asians and Europeans keep their future leaders learning
15. Different creative ways to work people have devised while in quarantine.
b. Chronological d. Comparison and Contrast
Exercise D
Instructions: The following sentences on each item are clips from three speeches. First,
from the WHO Director-General's opening remarks at the media briefing on COVID-19
second, IMF Deputy Managing Director’s Opening Remarks on COVID-19: Opportunities for
a Green Recovery, and third, the speech of President Rodrigo Roa Duterte at the Aqaba
process virtual meeting on Covid-19 response.
With the knowledge you have acquired regarding the logical organization, particularly the
different strategies that may be used in writing the introduction, body, and conclusion, study
the sentences below and tell which part of the speech they belong. Write A for Introduction,
B for Body, and C for Conclusion.
First Speech
_____1. The window of opportunity is now. We must act now, and act together to end
COVID-19.
_____2. Good morning, good afternoon and good evening. With the northern hemisphere flu
season approaching, and with cases and hospitalizations increasing, many countries find
themselves struggling to strike the right balance between protecting public health, protecting
personal liberty and protecting their economies.
_____3. By the end of next year, the ACT Accelerator aims to deliver 2 billion doses of
vaccine; 245 million courses of treatment; and 500 million diagnostic tests to low- and middle-
income countries.
_____4. This is what works. Effective vaccines, diagnostics and therapeutics will also be vital
for ending the pandemic and accelerating the global recovery. But these life-saving tools will
only be effective if they are available for the most vulnerable equitably and simultaneously in
all countries.
_____5. And COVAX – the largest and most varied portfolio of COVID-19 vaccines globally
– is supporting the development of 9 vaccines, with several more in the pipeline. Investing in
COVAX increases the probability of being able to access the best vaccine and hedges the risk
8
that countries that have entered into bilateral agreements end up with products that are not
viable.
Second Speech
_____6. Let me end by emphasizing that the time to act, especially with lower oil prices, is
now. The decisions we take now will shape economies and the global system for decades.
Europe must, and is, setting a high bar that should galvanize action elsewhere.
_____7. The IMF recently put out a short note with suggestions for ways in which countries
can “green the recovery.” Let me highlight some key priorities. First—develop a new,
ambitious, medium-term climate plan for the UN Climate Change Conference next year. The
EU is in the vanguard here by setting ambitious targets in the Green Deal.
_____8. Second—use public support wisely, for example: Green investment could be
prioritized—in fact, the IMF estimates that transitioning to a low-carbon world requires $2.3
trillion in clean energy investment each year.[ii] Financial lifelines to carbon-intensive
companies, could be conditional on commitments to reduce carbon emissions.
_____9. Third—put the right price on carbon. This would direct new investment toward low
carbon technologies and contribute to now-enhanced revenue needs. Existing carbon taxes
and emissions trading schemes are not strong enough to change behavior as needed—the
average price they impose on carbon is only $2 per ton, but measures equivalent to a global
carbon price of at least $75 per ton by 2030 will be needed to keep global warming under 2
degrees Celsius.
_____10. I am delighted to join the Parliamentary Assembly for this immensely important and
timely discussion on the COVID-19 and climate change crises. The first crisis is acute and
immediate, the second slower burning but equally critical. The two crises are clearly
interlinked, because the scale and nature of the economic policy decisions being made now
will crucially affect climate outcomes far into the future. So, far from putting climate on the
back burner, the pandemic adds to the urgency of addressing it.
Third Speech
_____11. Let us seize this historic opportunity to build a new order: one that is more secure,
just, and humane – where there is no room for the barbarity of terrorists and extremist forces.
And one that is fair, equal, and sustainable – where progress and prosperity are enjoyed by
all.
_____12. Let us, therefore, honor those who have fallen to the invisible enemy that is the
pandemic and the scourge of terrorism. Let us commit ourselves to enduring partnership and
cooperation. For indeed, together, we shall prevail. Thank you.
_____13. We face the greatest challenge of our time – one that is truly global in reach and
unprecedented in consequences. No country – big or small, rich or poor – has been spared
by the COVID-19 pandemic. For the first time, all of humanity fear the exact same invisible
menace. Not even the Second World War had this most sweeping effect.
_____14. The key to shared prosperity is the free movement of goods, capital, and services,
complemented with appropriate social safety nets. This is why we in ASEAN are drawing up
a comprehensive recovery plan anchored on strengthening economic cooperation and supply
chain connectivity.
9
_____15. We will build on existing platforms to ensure unimpeded trade in the region. We will
work towards more regulatory coherence to promote ASEAN as an investment and trade hub.
We will expand the digital economy to boost growth and create employment. And we will
harness technology to allow businesses – especially MSMEs – access to regional and global
supply chains.
Exercise E
Instructions: With the understanding you have acquired after studying the principles of
effective speech writing, discuss your answers to the following questions. Answer each
question in one sentence only. Write your answers on a short bond paper.
1. Why should you conduct an audience analysis before writing a speech?
2. Why is it important to give special considerations to duration before writing a speech?
3. How does logical organization help make sense and meaning to ideas and information in
speech writing?
4. How do the different writing patterns help achieve logical organization in writing?
Reflection
Put a checkmark on the blank which corresponds to how well you learned the lesson.
YES SOMEHOW NO
1. I understand the significance of the conduct of audience

analysis before writing a speech.
2. I know that it is important to identify the length of time

given to the speaker to deliver her speech.
3. I can distinguish among the different contents of the

introduction, body, and conclusion.
4. I can critique a speech content and identify what pattern

of development has been used.
5. I can create a speech that observes a logical

organization.
10
References for Learners
Flores, Ramona S. 2016. Oral Communication in Context. Quezon City: Rex Printing
Company, Inc.
Sipacio, Philippe John F. and Balagos, Anne Richie G. 2016. Oral Communication in Context
for Senior High School. Quezon City: C&E Publishing.
“Statement of President Rodrigo Roa Duterte at the Aqaba Process Virtual Meeting on Covid-
19 Response.” Presidetial Communications Operations Office, September 2, 2020.
https:// pcoo.gov.ph/presidential-speech/statement-of-president-rodrigo-roa-duterte-
at-the-aqa ba-process-virtual-meeting-on-covid-19-response/.
Tao Zhang, IMF Deputy Managing Director. “Opening Remarks- COVID-19: Opportunities for
a Green Recovery.” IMF, May 22, 2020.
https://www.imf.org/en/News/Articles/2020/05/22/ sp052220-opening-remark-
zhang.
“WHO Director-General's Opening Remarks at the Media Briefing on COVID-19 - 25

September 2020.” World Health Organization. World Health Organization. Accessed
September 27, 2020. https://www.who.int/dg/speeches/detail/who-director-
general-s-opening-remarks- at-the-media-briefing-on-covid-19---25-september-
2020.
English
Master Teacher I
SHERYLOU P. DAVID
Prepared by
Exercise A Exercise C
1. T 1. D
2. T 2. B
3. F 3. C
4. T 4. A
5. F 5. D
6. T 6. A
7. T 7. C
8. T 8. D
9. F 9. A
10. F 10. B
11. T 11. D
12. T 12. A
13. T 13. D
14. T 14. C
15. T 15. A
Exercises B & E
Answers will vary.
Exercise D
1. C
2. A
3. B
4. B
5. B
6. C
7. B
8. B
9. B
10. A
11. C
12. C
13. A
14. B
15. B
Answer Key
11
12

PRINCIPLES OF EFFECTIVE SPEECH WRITING
Name of Learner: _________________________________

Section: ________________________________________ Date: ____________
Speech writing, an art of expressing thoughts, ideas, emotions, and standpoints, is a
recursive process. This definition means that the writer may go back and forward to its
different stages, repeat a writing procedure, or produce multiple drafts before having the final
output. In writing, the first draft is never the final draft. There will always be several drafts
before the best output is achieved. Editing in speech writing is a must.
In editing, the written speech needs correction of errors in mechanics such as
grammar, punctuation, capitalization, unity and coherence and the like. Below is a list of six
powerful principles for speech editing identified by Dlugan (2013). These principles will help
you edit correctly for proper word choice.
A. Word Choice
Six Power Principles for Speech Editing (Dlugan 2013)
1. Edit for Focus
As a writer, you would not want your speech to be all over the place or confusing. You
have to make sure that every detail you write on the speech is connected. Everything—
anecdotes, statistics, discussions, main points, and supporting points should be relevant
enough to connect to the thesis statement.
2. Edit for Clarity
You would not want to leave your audience confused about the message you want to
convey. Your speech may be interesting, but you have to make sure that as you capture
their interest you send your message across clearly.
To ensure clarity in speech, arrange your ideas in the speech logically. When listeners
visualize meaningful relationships in your points of discussion, the message of your speech
becomes clear to them. The use of different writing patterns will help you achieve clarity.
You may also go back to your sentences and check if they can be made simpler. Make
sure that you avoid tongue twisters and technical jargon.
3. Edit for Concision
Make sure your speech is concise. A hodgepodge of useless, unrelated discussions
is not good. It is better to have a short but meaningful speech than a long and confusing
one.
4. Edit for Continuity
Signal words or phrases will help your listeners follow through your discussion. These
signal words or phrases help you transition from one idea, concept, or event to another.
Also, the different patterns of development in writing will help you observe continuity in your
speech.
5. Edit for Variety
You do not want to bore your audience with a bland speech. The audience enjoys
variety since it makes the speech more enjoyable and it helps you appeal to different types
13
of thinkers. To add variety to your speech you may add humor to your statements, engage
the audience with a rhetorical question, balance theory with practical statistics, and balance
stories with logical arguments.
6. Edit for Impact and Beauty
Some of the tips that you can use to add impact and beauty to your speech are the
following: surprise the audience, create vivid images, appeal to the senses, craft
memorable lines, and use analogies, similes, and metaphors.
B. Grammar
In speech writing, good written communication skills are essential because speakers
have to clearly and effectively communicate ideas to be understood. For this reason, it is a
must for a writer to proofread carefully. The listeners can grasp only what will be presented
to them and these ideas which will be presented will help them understand the main point.
As a speech writer you want to be clear, precise, and exact as much as possible; thus,
you have to edit carefully. Proofread thoroughly for grammatical errors.
The following are common grammatical mistakes students make as identified in the
article Grammar (2015).
1. Indefinite Referents
Whenever possible, avoid using "it," "there," and "this" when no specific referent
precedes these pronouns. It is often better to reword the sentence to create stronger
sentences as a result. If you cannot identify a specific noun in the preceding sentence to
which one of these words refers, you will have to restructure your sentence.
X Wrong: This is because we do not think anymore, we just accept.
 Right: Often we are misinformed because we do not think anymore, we just
accept.”
2. Shifts in Person or Point of View
Be consistent with the use of “you”, “they”, and "I." Each of these pronouns represents
a different point of view. Choose one and use it through your paper. Any piece of writing
should be grounded in a particular point of view. That point of view can be first person,
second person, or third person. The following demonstrates the same idea from one of
these three points of view:
First person: I, me, we, us
Second person: you
Third person: her, him, he, she, they, them
X Wrong: I have trouble understanding why some are greedy despite this crisis
because they think this is the perfect time to extend help especially those in need.
 Right: I have trouble understanding why some are greedy despite this crisis
because I think this is the perfect time to extend help especially to those in need.
3. Such as and Like
Examples should be introduced by "such as" rather than by "like":
X Wrong: There are simple gestures to show courtesy to others like wearing a face
mask and sanitizing hands frequently.
14
 Right: There are simple gestures to show courtesy to others such as wearing a
face mask and sanitizing hands frequently.
4. Subject-Verb agreement
A singular subject takes a singular verb and a plural subject takes a plural verb.
X Wrong: The series of webinars help a lot in terms of our psychosocial well-being.
 Right: The series of webinars helps a lot in terms of our psychosocial well-being.
5. Pronoun-Antecedent Agreement
A pronoun must always agree with its antecedent.
X Wrong: The Department of Education has announced that they will produce
quality assured modules for the learners.
 Right: The Department of Education has announced that it will produce quality
assured modules for the learners.
6. Critical differences
Certain words are similar in meaning to each other but are used in slightly different ways.
6.1. Less and Few
Rule: If you can count it, use “few"; if not, use "less."
X Wrong: Less students are excited about blended distance learning.
 Right: Few students are excited about blended distance learning.
6.2. Like and As
“Like” precedes a noun phrase, while “as” is used before a verbal expression. Like
is used as a preposition, telling where, when, or how the noun in the sentence is
doing, while as is used as a conjunction, joining two clauses.
X Wrong: The student thinks as a great philosopher.
 Right: The student thinks like a great philosopher.
X Wrong: It is not possible to go out on a vacation like nations are suffering from
the world-wide pandemic.
 Right: It is not possible to go out on a vacation as nations are suffering from the
world-wide pandemic.
7. Quote and Quotation
“Quote” is a verb. "Quotation" is a noun. "Quote" is not a short form for quotation.
X Wrong: This quote proves my point regarding the statistical inaccuracies related
to COVID-19.
 Right: This quotation proves my point regarding the statistical inaccuracies related
to COVID-19.
8. Which and That
"Which" and "that" should not be used interchangeably.
"Which" is used when what follows is not crucial to the meaning of the sentence.
15
X Wrong: Unlike other essential vitamins that must be obtained from food vitamin
D can be synthesized in the skin through a photosynthetic reaction.
 Right: Unlike other essential vitamins, which must be obtained from food,
vitamin D can be synthesized in the skin through a photosynthetic reaction.
"That" is used when what follows is essential to the meaning of the sentence.
X Wrong: The type of antibiotic which the Doctor prescribed to the patient was
effective.
 Right: The type of antibiotic that the Doctor prescribed to the patient was
effective.
9. Sentence Errors
Sentence errors include use of incomplete sentences or fragments, run-on sentences, and
comma splices.
9.1. Incomplete Sentences/Fragments
A complete sentence consists of a subject and a predicate. Students often write
incomplete sentences when they begin the sentence with an adverbial, dependent
clause.
X Wrong: After the parents realized their role in the learning of their children. (without
a subject and a verb)
 Right: After the parents realized their role in the learning of their children, they
(subject) started (verb) reading and following the weekly home learning plans.
9.2. Run-on Sentences
A run-on sentence is actually two or more sentences that run together without
punctuation.
X Wrong: Teachers dedicated their time and effort in reproducing quality Learners’
Activity Sheets the students are thankful because of that.
 Right: Teachers dedicated their time and effort in reproducing quality Learners’
Activity Sheets. The students are thankful because of that.
9.3. Comma Splices
Comma splices are like run-on sentences except that the writer places a comma
between the two clauses. Commas cannot connect two independent clauses unless a
conjunction (such as "and" or "but") is used. Usually, a semi-colon can repair a sentence
with a comma splice. The example could be repaired by using a conjunction, by using a
semi colon, by making a sentence into a single sentence, or by making it into two
separate sentences.
X Wrong: The sun can be your body’s best friend, its rays have tangible benefits for
your physical well-being.
 Right: The sun can be your body’s best friend. Its rays have tangible benefits for
 Right: The sun can be your body’s best friend, for its rays have tangible benefits
for your physical well-being.
 Right: The sun can be your body’s best friend; its rays have tangible benefits for
16
 Right: The sun can be your body’s best friend since its rays have tangible benefits
for your physical well-being.
Use principles of speech writing focusing on word choice and grammatical correctness.
(Quarter 2 Week 4 EN11/12OC-IIcj-25.4-25.5)
Exercise A
Instructions: Read and understand each statement carefully. Write T if the statement is true
or F if the statement is false. Write each answer on the space provided before every number.
_____ 1. Speech writing is a linear process.
_____ 2. Editing in speech writing is a must.
_____ 3. Writers need to make sure that every detail written on the speech is connected.
_____ 4. In speech writing, every detail included such as anecdotes, statistics, main points,
and supporting points should all go back and connect to the thesis statement.
_____ 5. To make sure that your audience will not be confused about the message you want
to convey, edit your speech for continuity.
_____ 6. To edit for concision, make sure you avoid tongue twisters and technical jargon
in your speech.
_____ 7. When listeners can visualize meaningful relationships in your points of discussion,
the message of your speech becomes clear to them.
_____ 8. A short yet meaningful speech is better than a long, confusing one.
_____ 9. Signal words and different patterns of development in writing help observe continuity
in speech.
_____ 10. When editing for impact and beauty, avoid a hodgepodge of useless, unrelated
discussions.
_____ 11. Signal words and/or phrases and the different patterns of development in writing
help observe continuity in speech.
_____ 12. You add variety to a speech by adding humor to your statements, engaging the
audience with a rhetorical question, balancing theory with practical statistics, and
balancing stories with logical arguments.
_____ 13. When you edit your speech for impact and beauty you have to make sure you
surprise the audience, create vivid images, appeal to the senses, craft truly memorable
lines, and use analogies, similes, and metaphors.
_____ 14. When your audience is left confused about the message you want to convey, they
lose interest in your speech and your message will not reach them.
_____ 15. Editing in speech writing is not of much importance.
Exercise B
Instructions: Read and critique DepEd Secretary Leonor Magtolis Briones’ message for
World Teachers’ Day. Tell whether or not it underwent editing for focus, clarity, conclusion,
continuity, variety, and impact and beauty. Briefly explain your answers on the table provided.
17
Secretary Leonor Magtolis Briones Message for World Teachers’ Day

I am deeply honored and privileged to lead the celebration of World Teachers’ Day
with the very opportune theme, “Gurong Pilipino: Kaakbay sa Progreso.”
While progress is often associated with high levels of gross domestic product (GDP),
technological advancements and towering infrastructures, the principal measure of a country’s
progress and development is still, and will always be, its people. Teachers play a crucial role
in raising, nurturing, and honing the citizenry to become holistically developed and equipped
with values and competencies needed to contribute to a progressive society.
I am a teacher myself, and I am no stranger to the struggles teachers face and the
sacrifices they make.
The Filipino teachers do not only carry out their duties and responsibilities; they always
go the extra mile. They burn the proverbial midnight oil to prepare lessons and materials. As
they facilitate classroom instruction, they instill positive discipline and strive to make learning
enjoyable. They stay in school beyond work hours to ensure that no learner is left behind.
They reach out to stakeholders and accomplish other related tasks to successfully carry out
the Department’s reforms in education.
No other profession deserves the highest form of gratitude and appreciation than
teaching. All of you will agree that more than a profession, teaching is a vocation, a passion,
and a calling. It is staying true to the arduous mission to improve the life of every Filipino child
entrusted to the teacher’s care through the delivery of quality, accessible, relevant, and
liberating basic education for all.
Today, we extend our heartfelt gratitude to one of the country’s most vital and dynamic
resources – you, our dear teachers. The education system, and consequently, the future of a
developing country like the Philippines can only be as strong as its teaching force. Inasmuch
as you are the key to empowering our citizenry, you also need to be empowered. This is why
we prioritize institutional capacity building, expand the scope of employee welfare to respond
to your various needs, and provide you with opportunities for your personal and professional
growth.
To all our teachers, we dedicate this special day to you, and thank you for being the
front liners in this crusade to eradicate illiteracy, and thereby end mass poverty, so that we
may finally call the Philippines a progressive country.
Six Power Principles for Edited/ Not Explanation
Speech Editing Edited
Focus
Clarity
Concision
18
Continuity
Variety
Impact and Beauty
Exercise C
Instructions: Read and study each sentence carefully. Tell whether or not each construction
is grammatically correct. Write CORRECT or INCORRECT on the space provided before
each number.
__________ 1. This should not be considered since there can never be an evidence that face
shields can shield people from viruses.
__________2. I know that doctors are more sick since I see that they are the ones trapped in
hospital buildings slowly getting weaker because of the G5 technology radiation
and lack of exposure to the sun.
__________ 3. Zinc protects us from viruses and we can get it from natural sources like
Brazilian nuts and whole grains.
__________4. The 103 minerals in the body keep us strong and healthy.
__________ 5. The more people understand health and well-being, the more she will take
care of herself.
__________ 6. There are zero cases of COVIS-19 among the Aetas in the mountains who eat
fruits and vegetables and there are few cases among people who eat less meat.
__________ 7. If you let your food be your medicine you will live long and healthy like
Methuselah has lived.
__________ 8. I never quote the World Health Organization because its reports are erroneous
according to Centers for Disease Control and Prevention.
__________ 9. This is my favorite quotation — “Health is an investment, not an expense”.
__________ 10. Fonio, amaranth, and teff grains, which are baby Khareem’s favorites, are
few of the healthiest natural grains excellent for the human body.
__________ 11. Food that are not God-made must not be consumed by humans.
__________ 12. Remove from your diet food that are hybrid and food that are genetically
modified for they cause sickness and death.
__________ 13. Since all seafood is not good for the body due to their uric acid content.
__________ 14. But seaweeds specially nori and laver are very good because they help flush
out radiation trapped in the body.
__________ 15. Cow milk is from a cow therefore is for a baby cow do not consume it.
19
Reflection
Put a checkmark on the blank which corresponds to how well you learned the lesson.
YES SOMEHOW NO
1. I know and understand the principles of effective speech

writing focusing on word choice.
2. I know and understand the principles of effective speech

writing focusing on grammar.
3. I can identify misconstructed sentences and rewrite them

correctly.
4. I can critique a speech content and tell whether or not it

observes the principles of effective speech writing focusing on
word choice.
5. I can create a speech that observes the principles of effective
speech writing focusing on grammar.
References for Learners

Dlugan, Andrew. “Speech Preparation #5: Six Power Principles for Speech Editing.” Six
Minutes RSS. Accessed September 20, 2020. http://sixminutes.dlugan.com/speech-
preparation-5-editing/.
Flores, Ramona S. Oral Communication in Context. Quezon City: Rex Printing Company,
Inc, 2016.
“Grammar.” College of Liberal Arts. September 20, 2015.
https://liberalarts.oregonstate.edu/school-arts-and-communication/speech-
communication/students/writing-guide/editing-common-errors/grammar.
Llego, Mark Anthony. “Secretary Leonor Magtolis Briones Message for World Teachers'
Day.” TeacherPH, October 2, 2017. https://www.teacherph.com/leonor-briones-world-
teachers-day/.
Sipacio, Philippe John F. and Balagos, Anne Richie G. 2016. Oral Communication in
Context for Senior High School. Quezon City: C&E Publishing
English
Master Teacher I
SHERYLOU P. DAVID
Prepared:
Exercise A
1. F 6. F 11. T
2. T 7. T 12. T
3. T 8. T 13. T
4. T 9. T 14. T
5. F 10. F 15. F
Exercise B
Answers will vary.
Exercise C
1. INCORRECT 6. CORRECT 11. CORRECT
2. CORRECT 7. INCORRECT 12. CORRECT
3. INCORRECT 8. CORRECT 13. INCORRECT
4. CORRECT 9. CORRECT 14. CORRECT
5. INCORRECT 10. CORRECT 15. INCORRECT
Answer Key
20
2

PRINCIPLES OF SPEECH DELIVERY
Name of Learner: _____________________________________________________
Section: ____________________________________________ Date: __________
As you proceed to higher learning and even in the world of employment, there will be
a variety of real-world situations in which you will find yourself constantly communicating with
at least a small group of people. Maybe you will have to do a report in a college class, to
present a proposal in your workplace, or probably your organization will organize an event
and you will be asked to speak in the said event. Whichever the case, there are several
opportunities for you to use your voice and accomplish many things just like John F.
Kennedy and other famous speakers.
For example, you can raise your voice to emphasize a point or to produce a strong
emotion as when a speaker shows anger at what is perceived to be unjust or wrong,
especially when matched with a very low pitch. You can also soften your voice to show
intimacy or to solicit sympathy from your audience. A rising or shrill tone, on the other hand,
can be skillfully used to express sarcasm. You can also change your voice to produce a
comical effect if that is needed in your speech delivery.
Modulation
To use your voice effectively, you need to know in which part of your speech you will
use a specific form for your voice. Also, you must take care not to use the same form
repeatedly. You must also know the cultural preferences of your audience. For example, an
audience may find it irritating to hear a woman speaking in a shrill tone or for a man to sound
like a woman when speaking. This skill is known as modulation. Modulation refers to how the
speaker controls his/her voice and the rhythm employed in uttering the words of the speech.
Articulation
In addition to modulation, a speaker must practice proper articulation. This refers to
properly and appropriately pronouncing the words, phrases, and sentences in a speech. For
example, a Filipino speaker who tries very hard to sound like a native speaker of the English
language may distract or irritate his/her audience. On the other hand, a Filipino speaker who
emphasizes his/her accent may also be distracting to the audience.
In pronouncing words, a speaker must be knowledgeable of the critical sounds of a
language. In English, for example, interchanging a short e with a long e in a word (e.g. led
vs. lead; sell vs. seal) may produce confusion on the part of listeners. Although the context
can possibly make up for the speaker's inadequacy, pronouncing the critical sounds can be
a very good way of preventing a possible breakdown in communication.
Improper articulation can also produce a comical effect which can be very distracting
especially when the speech or utterance is supposed to be done seriously. For example, an
actor in a staging of William Shakespeare's Romeo and Juliet mistakenly mispronounced the
3
p as f in the word “parting”, changing the sentence from parting to “farting” which is such a
sweet sorrow to the dismay and laughter of the audience.
The reason behind the phenomenon of varying articulation is the existence of a

regional accent. This is also known as a regiolect or topolect, a distinct form of a language
spoken in a geographical area. If the form of speech transmitted from a parent to a child is a
distinct regional dialect, that dialect is said to be the child's vernacular.
As opposed to a national dialect, a regional dialect is spoken in one area of a

country; hence, the tendencies for a student with a regional accent to unintentionally
mispronounce a word during his/her speech. A fix to these mispronounced sounds or words
is the student’s constant exposure and use of the second language being learned. On the
other hand, the listeners of this student should offer a polite way of assisting the student in
being more familiar with the secondary language.
In addition, good articulation requires trained vocal cords. Voice training and doing
vocal warm-ups will help you:
• Articulate. Clear articulation requires such deliberate actions as pausing slightly

before you utter hard consonants, such as /t/ or /b/. Enunciation exercises help you
differentiate your vowel sounds and make the beginning and end of each word
distinct and crisp.
• Train your mouth. The simplest thing to improve the clarity of your speech is to
make sure your mouth is open wide enough for the sound to come out clearly. It
might feel awkward at first, but exercises will help you train your mouth to open
wider when speaking.
• Speak up. Increasing the volume of your speech not only ensures that the
audience will hear you, but it also naturally slows your speech and improves your
articulation. Vocal exercises train your vocal cords to speak louder for longer
periods.
• Inflect your speech. Exercising your vocal cords will help you avoid speaking in a
monotone. Infuse your utterances with the natural rising and falling pitch of
sentences: up at the end of a question, down at the end of a statement.
• Breathe from your diaphragm. Exercises help improve your breathing capacity
and control, provide support for your voice, and enable you to speak more clearly
over a broad vocal range.
Before you begin working on articulation exercises, give yourself a five-minute

facial massage to loosen up the new muscles that you will be using.
• Focus specifically on massaging the hinge of your jaw, as that’s generally a very
tense place.
• Massage your lips as well, and do some tongue circles, both inside your mouth and
around the outside.
4
Articulation also begins with proper breath control. Keep your posture in mind
before starting the warm-up exercises. Stand up straight: this positively impacts your ability
to sustain longer vocal expressions.
Follow these two exercises to warm up for articulation:
1. The “Hum.” Inhale. Begin to hum while slowly exhaling all of your air. Do this
five times.
2. The “Ha.” Stand and place your hands on your abdomen. Breathe in by
expanding your stomach outward; you are now breathing from your diaphragm.
Repeat “ha” with each exhale, pushing in your abdomen with every syllable.
Repeat.
Proper articulation is indeed a crucial element in the use of one's voice. Since it is
the physical act of clear vocal expression, you articulate sounds with your lips, teeth,
tongue, jaw, and palate and use your mouth to vary those sounds in tone, volume, pitch,
and quality. Used properly and appropriately, your voice can be a powerful tool in delivering
your speech.
Stage Presence
How you present yourself in front of your audience is an important part of delivering
your speech. This includes wearing the appropriate clothing for your message, audience,
occasion, and other contextual elements.
Stage presence refers to the ability of the speaker to acquire and keep the
audience’s attention through his or her presentation style. When in front of an audience, the
speaker’s poise, posture, gestures, and movements can significantly add to or take away
from the presentation. The goal is to control these aspects of delivery, so they reinforce the
message rather than distract the audience.
In general, it is better to be overdressed than underdressed. Wearing the appropriate
clothing can complement your message. Formal settings require formal attire while informal
settings call for informal clothing. In addition, wearing formal clothing sends the message of
being serious, while wearing informal clothing connotes intimacy and closeness.
In addition, care must be taken that the correct cultural pieces of clothing must be
worn. For example, a speaker doing a speech by the Jewish Merchant of Venice must not
wear Arab or Islamic clothing. Such mistakes send the message of being ignorant of the
cultures serving as the basis of one's speech.
Presenting yourself in front of your audience properly also requires that you be aware
of your movements and location. For example, standing behind a large podium connotes
being detached and distant from your audience, while moving away from the podium toward
the audience produces a sense of closeness and intimacy. A formal setting requires less
movement from one place to another.
In contrast, an informal and casual setting may allow for more variety of movement
and other positions even such as sitting cross-legged before an audience, jumping up and
down, and waving one's arms wildly in the air. Which among these stage movements and
locations you will employ will be largely dictated by the formality of the situation and the
relation you want to have with your audience.
5
Use principles of effective speech delivery focusing on articulation, modulation, and

stage presence (First Semester/ Quarter 2/ Week 4/ EN11/12OC-IIcj-26.1 to 26.3)
Exercise 1
Directions: Find a listening partner. He/she can be any available family member in your
home or a neighbor nearby who is proficient with the English language. Add the sounds of
“la,” “ha,” and “oh” to convey meaning to the statements below.
If you cannot relay the meaning with just one sound, try the same sound the second
time with gestures and facial expressions until the listener understands. Then say the lines
with the expressive inflections (the modulation of intonation or pitch in the voice) you have
developed using only the sounds. Next, try adding the other two sounds provided and see if
there is a difference in the meaning conveyed in the revised statement. Make sure to include
two revised statements and provide the meaning conveyed for each.
Example: I got a crush on you.
Revised Statement: La! I got a crush on you.
Possible Meaning: The person seems to be singing how he/she admires someone.
Revised Statement: Ha! I got a crush on you.

Possible Meaning: The person sarcastically or unexpectedly declares his/her
admiration
to someone.
Let’s begin.
1) It’s the biggest thing I’ve ever seen!
Revised Statement #1:
Meaning:

Meaning:
2) I’ve fallen and can’t get up!

Meaning:
6

Meaning:
3) I’ve got a crush on him/her.

Meaning:

Meaning:
4) That soup is disgusting and spoiled.

Meaning:

Meaning:
5) I got an “A” in my Oral Communication speech this 2nd quarter!

Meaning:

Meaning:
7
Exercise 2
Directions: If you have a tight, constricted throat with rigid walls, your voice may be strident,
jarring, and rasping. The openness of the throat and relaxation of the walls and surfaces will
promote a mellow, velvety, and molasses — rich quality. To ensure that such rich quality will
be produced, please do the following:
a) Read the listed tongue twisters to practice a good articulation.
b) Repeat them for at least three times, then start memorizing them.
Let’s begin.
1. High roller, low roller, lower roller.
2. Friday's Five Fresh Fish Specials.
3. Twixt this and six thick thistle sticks.
4. Lesser leather never weathered wetter weather better
5. If a dog chews shoes, whose shoes does he choose?
6. Ten tame tadpoles tucked tightly in a thin tall tin.

Ten tame tadpoles tucked tightly in a thin tall tin ...
7. Red lorry, yellow lorry

Truly rural
I scream, you scream, we all scream for ice cream
Rolling red wagons
Red blood, bad blood
8. Through three cheese trees three free fleas flew.

While these fleas flew, freezy breeze blew.
Freezy breeze made these three trees freeze.
Freezy trees made these trees' cheese freeze.
That's what made these three free fleas sneeze.
9. Chester chooses chestnuts, cheddar cheese with chewy chives.

He chews them and he chooses them.
He chooses them and he chews them;
those chestnuts, cheddar cheese with chewy chives in cheery, charming chunks.
10. How much wood would a woodchuck chuck if a woodchuck could chuck wood?
He would chuck, he would, as much as he could, and chuck as much wood
As a woodchuck would if a woodchuck could chuck wood
Rubric for scoring

8
Since you have the entire week to go through the tongue twisters above, the teacher
shall then hear how well you’ve rehearsed and memorized these. You will be asked to draw
lots and perform one of the tongue twisters listed above during an online session.
If you opted for modular distance learning, the teacher will provide the tongue twister
that you will memorize. That way, you can record using your phone or tape recorder the
tongue twister you have memorized with the guidance of your parent/guardian. The said
recording may be submitted in a rewriteable CD or a flash drive that the teacher can retrieve
during the LAS retrieval.
During your performance, the rubrics below will be used by your teacher:
CATEGORY 4 3 2 1
Volume Volume is loud Volume is loud Volume is loud Volume often
enough to be enough to be enough to be too soft to be
heard by all heard by all heard by all heard by all
audience audience audience audience
members or the members or the members or the members or the
teacher-rater teacher-rater at teacher-rater at teacher-rater.
throughout the least 90% of the least 80% of the
presentation. time. time.
Clarity Speaks clearly Speaks clearly Speaks clearly Often mumbles
and distinctly all and distinctly all and distinctly or cannot be
(100-95%) the (100-95%) the most (94-85%) understood OR
time, and time, but of the time. mispronounces
mispronounces mispronounces Mispronounces more than one
no word one word no more than word
one word
Expression Expression was Expression was Expression was Expression was

Vocal Variety often used, and often used, but rarely used OR not used to
it conveyed the emotion it the emotion it convey
emotions conveyed conveyed often emotion.
appropriately. sometimes did did not fit the
not fit the content.
content.
Rate The rate was The rate was The rate was The rate was
appropriate, so not completely somewhat too too fast and
all words were maintained fast or too slow caused too
clearly throughout the for effective many errors.
understood entire piece. meaning.
Preparedness Student is Student seems Student is Student does

completely prepared but somewhat not seem at all
prepared and might have prepared, but prepared to
has obviously needed a rehearsal was present.
rehearsed. lacking.
9
Stage presence couple more Stage presence Stage presence

and/or rehearsals. and/or and/or
expressive Stage presence expressive expressive
vocal inflection and/or vocal inflection vocal inflection
was evident and expressive was slightly was poor. A
flawless. vocal inflection seen; however, retake on the
was evident, yet there are performance
there are movements that should be done.
minimal require some
exaggerated improvement.
movements
done by the
student.
Scoring Rubrics Retrieved from

http://www.ontarioteacher.org/reading7/oral%20presentations/Tongue%20Twister%20Rubric
.pdf
Reflection
Directions: Answer the following statements below. Write your answer on the lines provided
for each item.
1. What were your thoughts or ideas on speech delivery before the discussion of the
lesson? After the discussion, how do you think these ideas can possibly influence
the reaction of an audience to a speaker?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________.
2. How did the lesson confirm or disprove your thoughts or ideas about the first three
principles of speech delivery? In addition, which principle of speech delivery do
you think you need to work on primarily?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________.
10
3. What can you say about how you used your voice in your previous experiences in
speaking before an audience? How did the lesson affect the way you will
communicate with others? Cite concrete instances (i.e. in public speaking, in daily
encounters with peers, etc.).
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
__________________.
Rubric for Reflection:
Proficient
Areas of Meets Below Needs
Assessment Expectations Expectations Improvement
All ideas Most ideas Some ideas Ideas
expressed were expressed are require clarity. expressed
Organization
clear. clear. were unclear.
of Ideas
All sentences Most sentences Some Sentences

are arranged are arranged sentences are poorly
logically to form logically to form require a more
arranged.
a coherent a coherent logical Most ideas
Sentence paragraph. paragraph. arrangement to
expressed do
Structure ensure not contribute
coherence in to the
the paragraph.
formation of a
coherent
paragraph.
No error was Minimal errors Some errors Several errors
spotted in the were spotted in were spotted in were spotted
Mechanics
paragraph. the paragraph. the paragraph. in the
paragraph.
Source: https://www.thoughtco.com/essay-rubric-2081367
Beebe, S. A., & Beebe, S. J. 2006. Public speaking: An audience#centered approach (6th
ed.). New York: Pearson. Fraleigh, D. M., & Tuman, J. S. (2009). Speak up An
illustrated guide to public speaking. New York: Bedford/St. Martins. Koch, A. (2004).
Speaking with a purpose (6th ed.). New York: Pearson.
11
Beebe, Steven A.1980.Effects of eye contact, posture, and vocal inflection upon speaker
credibility and listener comprehension. Australian Scan: Journal of Human
Communication, 7, 57.
Beguš, Gašper. 2017. Effects of ejective stops on preceding vowel duration. The Journal of
the Acoustical Society of America 142:4, 2168-2184.
Cohen, Melvin S., and Hanson, Marvin L.1975. Intersensory Processing Efficiency of Fluent
Speakers and Stutterers. British Journal of Disorders of Communication 10:2, pages
111-122.
Davitz, J. R. 1964. The communication of emotional meaning. New York: McGraw-Hill
Densmore, G. E.1946. The teaching of speech delivery, Quarterly Journal of

Speech, 32:1, 67-71, DOI: 10.1080/00335634609381164
Fairbanks, Grant and Pronovost, W.1939. An experimental study of the pitch characteristics
of the voice during the expression of emotion. Speech Monographs, 6, 87-104.
Gundersen, D. F. and Hopper, Robert. 1976. Relationships between speech delivery and
speech effectiveness, Speech Monographs, 43, 158-65.
Gundersen, D. F. & Hopper, Robert. 1976. Relationships between speech delivery and
speech effectiveness, Communication Monographs, 43:2, 158-165, DOI:
10.1080/03637757609375927
Heinberg, Paul. 1963. Relationship of content and delivery to general effectiveness. Speech
Monographs, 30, 105-107.
Kluender, Keith R., Diehl, Randy L., and Wright, Beverly A..1988. Vowel-length differences
before voiced and voiceless consonants: an auditory explanation. Journal of
Phonetics 16:2, 153-169.
McCain, John McCain. 2007. "Speech at Des Moines Rotary Lunch", in Representative
American Speeches 2006-2007, ed. Jennifer Curry, Paul McCaffrey, and Lynn
Messina (New York: H.W. Wilson, 2007), 47.
Answer Key
Answers in Exercises 1 and 2 may vary.
Prepared by:
FLORENCE C. DE VEYRA
SST-lll, English
Oral Communication Teacher
Angeles City Science High School - SHS
12

PRINCIPLES OF SPEECH DELIVERY
Name of the Learner: _____________________________________________

Section: _________________________ Date: ______________________
Previously, the class focused on vocal techniques and stage-related components that
would make a speaker audible and visible to one’s audience. This time, the focus would be
on how a speaker can appear relevant and engaging as much as possible when delivering
one’s speech in front of an audience.
Successful speakers across the globe all agree that the secret to a successfully
delivered speech is projecting the so-called, persona (Nikitina, 2011). It is a Latin term that
originally referred to as a “theatrical mask,” and it is a term often ascribed to stage actors.
The term “persona” may also indicate an adopted voice or personality of a writer or a poet.
However, in the realm of public speaking, one’s persona would include personality,
and generally, it is the image that a speaker wants to convey. If done successfully, our
perception of the speaker’s image would match his/her planned, projected image.
Example:
If you have seen Ellen DeGeneres on her talk show, you know that she projects a
friendly, down-to-earth, almost naïve persona. She dresses informally, she jokes with her
audience, and she seems friendly. Her nonverbal communication tends to be highly informal
and relaxed at the same time. She makes direct eye contact with her audience and the TV
camera, and she even slouches in the chair and even does a little “dance” at the beginning
of every show. These elements together make up her public persona.
Now that we’ve established the definition of a persona, let’s jump right in to the two
remaining components of speech delivery and how one’s persona can be a great factor in
acing these components.
From our facial expressions to our body movements, the things we don't say can still
convey volumes of information. When we try to interpret or portray an ideal body language,
the first set of components is a package.
13
A. Facial Expressions, Gestures and Movements
Facial Expressions Gestures Movements

•The feelings expressed •Movements of a part or •Acts involving changes
on a person's face parts of the body, in physical location or
especially a hand or the position
head, to express an idea
or meaning
On Facial Expressions
M.G. Frank (2001) explains that facial expressions, being universal, are one
of the more important aspects of human communication. The face is responsible for
communicating not only thoughts or ideas, but also emotions.
Figure 1. Facial Expressions

Retrieved from: https://www.verywellmind.com/understand-body-language-and-facial-
expressions-4147228
What makes the communication of emotions interesting is that it appears as if

some of the expressions of emotion above may be hardwired to each speaker
already and they have been experienced by all people from different walks of life.
Having a highly animated face, for instance, can be quite distracting and
annoying for a certain group of audience. A subtle smile expressing happiness will
14
always be the most reassuring facial expression that a speaker can show to all types
of audience, in different types of occasions.
Research even suggests that we make judgments about people's intelligence

based on their faces and expressions. One study by Kleisner (2014) found that
individuals who had narrower faces and more prominent noses were more likely to
be perceived as intelligent.
In addition, a speaker should be mindful of the message of the speech. The

speaker must make sure that the meaning is reflected in his/her facial expressions.
For instance, the speaker will mention an anecdote involving a painful experience like
reminiscing a loved one who has died. We do not want our audience to think that the
speaker is rejoicing about the death by seeing him/her smiling from ear to ear. Again,
there should be a good match between the content or message of the speech with
the speaker’s portrayed facial expressions.
On Gestures and Movements
Gesturing and moving should also be parts of a speaker’s persona. A

speaker’s target is to constantly look as natural as possible through his/her gestures
and movements. If these components of body language appear too rehearsed or
strange, they tend to distract the audience. Instead of them having to focus on the
message of the speech, the audience would focus on the speaker’s body language
instead.
Remember: You should always consider the persona you wish to project even
before you begin to speak.
While waiting for your turn to speak, nonverbal behaviors like chewing your
gum, yawning, rolling your eyes, worse being late may influence how your audience
perceives you even before you hit the stage. Hence, it is suggested by successful
speakers to newbies in public speaking to assume that they should are already on
stage the moment they walk into a room or encounter a possible audience until the
moment they leave the speaking venue.
Other Tips:
1) Use precise movements to emphasize points in your speech.
2) Avoid distracting mannerisms like the ones listed below may signal
unwanted feelings or dispositions:
• Crossing one’s arms while talking

(speaker may appear defensive, self-protective, or closed-off)
• Swaying back and forth (uneasiness)
• Leaning on the podium (bored or partially confident)

15
• Licking or biting your lips (tensed or nervous)
• Playing with one’s wristwatch or jewelry (bored, impatient)
• Scratching parts of your body (frustrated or irritated)
Overall, a speaker’s body language is a great factor that can help check and
assert if an audience believes what the speaker is trying to convey in his/her speech.
B. Rapport with the audience
Rapport forms the basis of a close and harmonious relationship between or

among people–in public speaking, a connection between a speaker who is trying to
get a message across and his/her audience who are most likely trusting the
speaker’s perspective due to comprehensibility and appreciation.
According to Tickle-Degnen and Rosenthal (1990), two of the prominent

manifestations when you have a rapport with an audience, you share:
• Mutual attentiveness – where you're both focused on, and interested in,
what the other person is saying or doing
• Coordination – where you feel "in sync" with one another, so you share a
common understanding
The peak anxiety time for most speakers is the first moment of confronting the
audience (Behnke & Sawyer, 1999, 2004). Receiving positive reinforcement early on
is an excellent way to get over this initial anxiety. When you spot that one person
who looks friendly or nods in agreement, keep your eyes on her or him until you feel
relaxed.
Once you are in front of your real audience, the initial signal to build rapport is
to give a warm and genuine smile. As you go through your speech, establish and
sustain eye contact not just with one person from the audience to keep everyone
invested and involved.
Cover as many people in terms of eye contact by creating a mental map as if

you’re slowly tracing big letters “M” and “T” in the audience to create an illusion that
you’re taking time in gazing or paying equal attention to everyone in the room.
In addition, you can employ pauses when you attempt to emphasize the
significant 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.
Other Tips:
1) Use a conversational style more often. This is the style that is more
natural.
16
2) Keep your words short and simple. Your speech is meant to be heard by
your audience, not read.
3) Avoid jargon, acronyms, or technical words because they can confuse

your audience.
4) One way to elevate your speaking style is to incorporate stylistic devices

like metaphors or hyperbole in your speech.
Example:
In a 1961 speech delivered to the Joint Convention of the General

Court of Massachusetts, Kennedy used the metaphor “city upon a hill” to
emphasize the importance of the role played by Massachusetts’
politicians in the national leadership:
“Today the eyes of all people are truly upon us—and our
governments, in
every branch, at every level, national, state and local, must be as a
city upon a hill*—constructed and inhabited by men aware of their
great trust and their great responsibilities” (Kennedy, 1961).
*It is a phrase derived from the parable of Salt and Light in Jesus's
Sermon on the Mount. In a modern context, it is used in United States
politics to refer to America acting as a "beacon of hope" for the world.
5) Use active verbs and contractions because they add to the personal and
conversational tone of your speech.
6) Be sensitive of your audience. Be very careful with your language, jokes,

and nonverbal cues.
7) Most importantly, if you make a mistake, don’t be afraid to acknowledge it.
Use principles of effective speech delivery focusing on facial expressions, gestures

and movements, and rapport with the audience (First Semester/ Quarter 2/ Week 5/
EN11/12OC-IIcj-26.4 to EN11/12OC-IIcj-26.5)
Exercise 1
Directions: Identify the concept described in each sentence. Write your answer on the
space provided before the number.
___________________ 1. This principle is popularly known as the adopted voice or

personality of a writer, an artist, or a speaker.
17
___________________ 2. These acts include changes in a physical location or bodily

position.
___________________ 3. This mannerism expresses an idea of a speaker's

defensiveness, self-protectiveness, or being closed-off to his or
her audience.
___________________ 4. This well-known display or manifestation of rapport with an

audience emphasizes the audience's feeling of being in sync
with their speaker.
___________________ 5. This form of nonverbal communication involves one or more

motions or positions of the muscles beneath the skin of the face
that conveys the emotional state of an individual to observers.
___________________ 6. This mental map encourages the creation of an illusion where

the speaker engages and pays attention to everyone in a venue
while sharing his/her ideas.
___________________ 7. This element pertains to a close and harmonious relationship

in which the people or groups concerned understand each
other's feelings or ideas and communicate well.
___________________ 8. This form of non-verbal communication or non-vocal

communication involves visible bodily actions like movement of
the hands, face, or other parts of the body that communicate or
express a particular idea, message or meaning, either in place
of, or in conjunction with, speech.
___________________ 9. This mannerism signals the tense, nervousness, or

uneasiness felt by a speaker.
___________________ 10. This stylistic device often uses a word or phrase and
compares it to an existing object or action to which it is not
literally applicable.
___________________ 11. This principle clearly emphasizes the importance of

pronouncing the words with accuracy and speaking with clear
diction to effectively transmit the message of the speaker.
___________________ 12. This guideline in effectively presenting a public speech

involves remembering key phrases or all the sentences of a
speech in verbatim.
___________________ 13. This principle is the speaker's capability to adjust or

manipulate the resonance and timbre of vocal tone.
18
___________________ 14. These clothes are worn when addressing an audience in a

formal context (e.g. conference, seminar-workshops, etc.)
___________________ 15. This principle highlights a speaker's ability to own the stage,
to fill the space and project his/her personality to the audience.
Exercise 2
Directions: Determine a strategy or solution that applies to each situation below by writing
an essay-like response for each communication situation. Indicate your answer in the space
provided.
SITUATION STRATEGY / SOLUTION
You are in a webinar with 10

participants, and you think some
participants find your speech boring.
While you are elaborating on good

points on your speech, you saw one
participant with her camera on who fell
asleep.
The other webinar participants tried

waking up the said participant but to no
avail. What should you do as a speaker?
You are asked to facilitate a focal

group discussion among your peers on
their quarantine experience.
As you were trying to lead the group in

the discussion, you noticed that one of
your peers is trying to head to the restroom
every time he notices you look at his
direction.
What do you think is your peer

thinking? How would you respond to his
behavior?
You are hosting a Moving Up

Ceremony. In the middle of the awarding,
a voice from the audience stirred the
19
crowd as the voice kept yelling and making

fun of the guests on stage.
How will you react and address the

incident in the program?
At the beginning of your

conference talk, you noticed a participant
who has been raising her brows ever since
you walked towards the podium.
You were giving your all throughout

the speech, but the participant kept on
whispering to her fellow participants as if
she is badmouthing you.
How will you still ensure engagement

and/or rapport between you and that
participant?
In the middle of your speech, a

random person from the audience climbed
the stage and pushed you.
Seconds after the unanticipated

incident, the person stole the mic from you
and took over your speech.
You’re still half-way your speech, and

none of the organizers were there in the
event area. How will you deal with the
intruder professionally?
Rubric for Scoring Exercise 2
Needs
Inadequate Proficient Exemplary
CRITERIA Improvement Score
(1pt) (3pts) (4-5pts)
(2pts)
Focus/Main • The essay • The essay is • The essay • The essay is
Point poorly focused on is focused focused,
addresses the topic and on the purposeful,
topic and includes few topic and and reflects
includes loosely includes clear insight
related ideas. and ideas.
20
irrelevant relevant
ideas. ideas.
Support and • Provides little • Supports • Supports • Persuasively

Development or no support main point main point supports main
for the main with some with point with well-
point underdevelo developed developed
ped reasons reasons reasons
• No reflective and/or and/or and/or
comments; examples examples examples
no analysis
of assertion/ • Few • Some • Reflective
quotes reflective reflective comments that
comments comments provide
• No (often that provide insightful
transitional restates analysis of analysis of
elements assertion); assertion/ assertions/
little analysis quotes quotes
• Undeveloped
of assertion/
ideas with
quotes • Some • Appropriate
little or no
appropriate transitional
detail; does
transitional elements
not draw • More
elements
conclusions transitional
or elements • Fully
demonstrate needed or • Well-
developed
critical some developed
thinking inappropriate ideas with ideas with
ones excellent
adequate
• Rewrite detail;
detail; draws
necessary • Moderately draws some
insightful
developed conclusions conclusions
ideas with and
and
some detail; demonstrates
demonstrat
draws few critical thinking
es some
conclusions critical
and thinking
demonstrate
s little critical
thinking
Organization • Introduction • Intro missing • Intro • Intro grabs

and Format missing or key info informative attention, is
severely informative
underdevelop
• Some • Organizes
ed
organization of ideas to • Effectively
• Little or no ideas to build build an organizes ideas
organization an argument argument to build a
of ideas to logical,
21
build an coherent
argument argument
• Thesis • Most body
weak/not paragraphs
• Body arguable with organized • Body
paragraphs weak verb around paragraphs
missing or thesis clearly
tend to organized
• Body
summarize around thesis
paragraph not • Most
organized topic/conclU
• Missing around thesis ding • Strong
topic/concludi sentences topic/concluding
ng sentences strong sentences
• Weak
topic/concludin
• Conclusion g sentences
missing or
severely
underdevelop
ed
• Rewrite
necessary
Language • Little or no • Some use of • Appropriate • Effective and

Use, Style and use of elements of use of creative use of
Conventions elements of style elements of elements of
(Sentence style style style to
structure, word • Contains enhance
choice, • Many errors in frequent • Uses meaning
grammar, grammar, errors in correct
spelling, spelling, and grammar, grammar, • Uses correct
punctuation) punctuation, spelling, and spelling, grammar,
makes punctuation and spelling,
reader’s punctuation punctuation
comprehensio • Limited with few throughout
n difficult vocabulary errors with very few
(some slang/ errors
colloquial
• Simplistic • Appropriate
expressions)
vocabulary vocabulary • Sophisticated
(many precise
• Inadequate
slang/
sentence • Some vocabulary
colloquial varied
expressions) structure
sentence • Varied
structures sentence
• No variety in • Many errors
with tense, structure
sentence
weak/passive • Inconsisten
structure cies with • Appropriate
verbs
tense, verb tense with
some active active verbs
verbs
22
• Displays • Many run-ons

glaring errors or fragments • A few run- • No run-ons or
that ons or fragments
seriously • Displays fragments
compromises many errors • Displays
understanding that • Displays overall
of writing compromise some errors accuracy
understanding that do not
of writing compromis
• Rewrite
e
necessary
understandi
ng of writing
TOTAL POINTS
Reflection
Directions: Put a checkmark [] on the blank which corresponds to how well you learned
the lesson.
Reflection Statements Always Sometimes Never
1. I can compare the differences in
meaning of the information expressed
by a speaker by observing a speaker’s
nonverbal cues.
2. I can identify the principles and
components that best reveal my
persona during speech preparation and
delivery.
3. I can provide strategies in enhancing
one’s persona during speech delivery.
4. I can observe and readily spot the best
nonverbal communication used by a
speaker when he or she communicates
with an audience.
5. I can apply appropriate strategies in
speech delivery after familiarizing its
principles and standards.
Kleisner K, Chvátalová V, Flegr J. Perceived intelligence is associated with measured

intelligence in men but not women. PLoS ONE. 2014;9(3):e81237.
doi:10.1371/journal.pone.0081237
23
M.G. Frank, in International Encyclopedia of the Social & Behavioral Sciences, 2001.
https://doi.org/10.1016/B978-0-12-804490-2.00005-1
Tickle-Degnen, Linda, and Robert Rosenthal. "The Nature of Rapport and Its Nonverbal
Correlates." Psychological Inquiry 1, no. 4 (1990): 285-93. Accessed September 10,
2020. http://www.jstor.org/stable/1449345.
Tipper CM, Signorini G, Grafton ST. 2015. Body language in the brain: constructing meaning
from expressive movement. Front Hum Neurosci. 9:450.
doi:10.3389/fnhum.2015.00450
Answer Key
Answers may vary.

EXERCISE 2:
15. Stage Presence

14. Business attire
13. Modulation
12. Familiarizing and memorizing the speech
11. Articulation
10. Metaphor
9. Either of the two: licking or biting the lips; swaying back and forth
8. Gesture
7. Rapport
6. Slowly tracing big letters m and t
5. Facial expression
4. Coordination
3. Crossing one’s arms while talking
2. Movements
1. Persona
EXERCISE 1
Prepared by:
FLORENCE C. DE VEYRA
SST-lll, English
Oral Communication Teacher
Angeles City Science High School - SHS

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Oral Communication in

DIVISION OF ANGELES CITY

ORAL COMMUNICATION IN CONTEXT

Name of Learner: ____________________________________________________

Participating in discussions is bound by certain principles, Cohen (1990) states that

Dead air – After the intense argument, everyone was silent.

Learning Competency with code: Employs various communicative strategies in different

_______________ 15. “The activity is easy. Do you agree?”

Rubric for Exercise 3:

Rubric for Exercise 4

What were your thoughts or ideas about the

References for Learners:

Flores, Ramona S. 2016. Oral Communication in Context. REX Book Store.

ORAL COMMUNICATION IN CONTEXT

Name of Learner: _____________________________________________________

Learning Competency with code:

Checklist for Scoring

You: Ma, I would like to pursue business management at my college.

Checklist for Scoring

3. The effect on language form, duration of

I have learned that…

I need some clarifications on…

References for Learners:

Answers may vary for Exercises B, C, and D.

ORAL COMMUNICATION IN CONTEXT

Name of Learner: ___________________________________

The speech writing process involves conducting an audience analysis, selecting a

Principles and Process of Speech Writing

1. Audience Profile Analysis

AUDIENCE PROFILE ANALYSIS

Male-Female Ratio 10:30

Learning Competency with code:

______ 1. It is imperative for a speech to include an introduction, a body, and a conclusion.

______ 3. Discussion is written in the introduction part of a speech.

______ 4. It is important to look at the general characteristics of your target audience.

______ 7. Audience size is an important consideration before writing a speech.

______ 9. Demography includes time, venue, occasion, and size of an audience.

AUDIENCE PROFILE ANALYSIS

1. Why should you conduct an audience analysis before writing a speech?

2. Why is it important to give special considerations to duration before writing a speech?

1. I understand the significance of the conduct of audience

2. I know that it is important to identify the length of time

3. I can distinguish among the different contents of the

4. I can critique a speech content and identify what pattern

5. I can create a speech that observes a logical

References for Learners

“WHO Director-General's Opening Remarks at the Media Briefing on COVID-19 - 25

ORAL COMMUNICATION IN CONTEXT

Name of Learner: _________________________________

Secretary Leonor Magtolis Briones Message for World Teachers’ Day

Impact and Beauty

1. I know and understand the principles of effective speech

2. I know and understand the principles of effective speech

3. I can identify misconstructed sentences and rewrite them

4. I can critique a speech content and tell whether or not it

References for Learners

ORAL COMMUNICATION IN CONTEXT

The reason behind the phenomenon of varying articulation is the existence of a