English SHS - Oral Communication

Daily Lesson Plan in Oral Communication
I. Objectives:
A. Content Standards: Understands the nature and elements of oral

communication in context.
B. Performance Standards: The learner designs and performs effective

controlled and uncontrolled oral communication
activities based on context.
C. Learning Competency and Code: At the end of the lesson, 80% of the learner
defined communication and explained the nature
and process of communication
EN11/12OC-la-1
EN11/12OC-la-2
Quarter: I Week: 1 Day: 2
II. Content:
A. Subject Matter : Oral Communication in Context

B. Strategies : Cooperative Learning
C. Integration : MAPEH( Arts- Creativeness)
III. Learning Resources
A. References : Balgos, A.R., Sipacio, P.J. (2016) Oral Communication in

Context for Senior High School. Quezon City: C & E
Publishing, Inc, pp 3-5
B. Other References :
C. Materials : laptop, paper strips, TV
IV. Procedure
Preliminary activities:
 Setting the class
 picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
 Checking of attendance
A. Activity
1
The students are grouped into four. Each group assigns a leader and a
secretary. They are to create a 2-minute group presentation that reflects their
understanding of what “communication” is about.
The performance should be done in a creative way.
B. Analysis:
Ask the students:
How did you find the activity?

What enabled you to do the task?
What was the message being conveyed in your presentation?
(The leader will give a précis about their presentation. After which, a
representative from the group gives feedback about the performance of
another group)
Which groups effectively communicated their message?

Give reasons why the presentation was effective.
Is effective communication important? Why? Why not?
C. Abstraction:
Communication is a process of sharing and conveying messages or

information from one person to another within and across channels, contexts, media,
and cultures (McCornack, 2014).
There is a wide variety of contexts and situations in which communication can be
manifested:
 face-to-face interaction,
 phone conversation,
 group discussion,
 meeting or interview,
 letter correspondence,
 class recitation, and many others.
Nature of Communication
1. Communication is a process.
2. Communication occurs between two or more people (the speaker and the
receiver).
3. Communication can be expressed through written or spoken words, actions
(nonverbal), or both spoken words and nonverbal actions at the same time.
Elements of Communication
2
Communication is divided into elements which help us better understand its
mechanics or process.
1. Speaker – the source of information or message

2. Message – the information, ideas, or thoughts conveyed by the speakers’
words or in actions
3. Encoding – the process of converting the message into words, actions, or
other
forms that the speaker understands.
4. Channel – the medium or the means, such as personal or non-personal,
verbal
or nonverbal, in which the encoded message is conveyed
5. Decoding – the process of interpreting the encoded message of the speaker
by
the receiver
6. Receiver – the recipient of the message, or someone who decodes the
message
7. Feedback – the reactions, responses, or information provided by the
receiver
8. Context – the environment where communication takes place
9. Barrier – the factors that affect the flow of communication
Process of Communication Example
The speaker generates an idea. Daphne loves Rico, her suitor, as a friend.
The speaker encodes an idea or She thinks of how to tell him using their
converts the idea into words or native language.
actions.
The speaker transmits or sends She tells him, “Rico, mahal kita bilang
out a message. kaibigan.”
The receiver gets the message. Rico hears what Daphne says.
The receiver decodes or He tries to analyze what she means based

interprets the message based on on the content and their relationship, and
the context. he is heartbroken.
The receiver sends or provides He frowns and does not say something,
feedback. because he is in pain.
3
D. Application:
Work with a partner!

Explain how the communication process works in the given scenario. Three
points is given for every correct response.
Simon is a grade 11 student and studies at a school away from their place. He
spent all of his allowance so he tried to call his parents however, the line cannot be
reached. Instead of calling, he sent them a text message asking for additional cash. An
hour later, he received a reply from his mother telling him that she will only send him
an amount just enough for his food for the remaining days.
Prompt:
1. The sender is __________________.
2. The intended receiver of the message is _________________
3. The channel used for communication is the ______________.
4. The barrier of communication is _____________________.
5. The response of the receiver is ___________________.
E. Assessment
The application will serve as the assessment for the period.
F. Assignment
Research on the various models of communication
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection
1. No. of learners who earned 80% in the evaluation
______________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below 80%
______________________________________________________________________
3. Did the remedial lessons work? No. of learners who have caught up with the lesson
______________________________________________________________________
4. No. of learners who continue to require remediation
______________________________________________________________________
5. Which of my teaching strategies worked well? Why did these work?
______________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me solve?
______________________________________________________________________
7. What innovation or localized materials did I use/discover which I wish to share with other
teachers?
______________________________________________________________________
4
I. Objectives
A. Content Standards: Understands the nature and elements of

oral communication in context
B. Performance Standards: The learner designs and performs

effective controlled and uncontrolled oral
communication activities based on
context
C. Learning Competency and Code: At the end of the lesson, 80% of the
learners differentiated the various models
of communication.
EN11/12OC-Ia-3
II. Content:
Subject Matter : Models of Communication

Strategy : Cooperative Learning, Lecture
Integration : ESP (Cooperation)

Publishing, Inc, p 5
B. Other References:
Other References :
http://cm.bell-labs.com/cm/ms/what/shannonday/paper.html
A Mathematical Theory of
Communicationhttps://commons.wikimedia.org/w/index.php
?curid=620293
http://communicationtheory.org/aristotle%E2%80%99s-
communication-model/
https://www.businesstopia.net/communication/transactional-
model-communication
C. Materials : laptop, paper strips, TV
IV. Procedure
Preliminary activities: (5 minutes)
 Prayer
 Greeting
Review
5
Distribute strips of paper containing the elements of the communication
process. The teacher will ask volunteers to present the communication diagram.
Possible Answer
Communication is a two-way process which helps people understand each
other. It has the following elements: Sender which is responsible for encoding the
message, the channel where the message goes through, and the receiver who will then
decode the message and will then provide a response. Sometimes there will be
barriers/noise that will make the communication difficult.
A. Activity:
The teacher will group the class into five. He/she will assign a scenario to the
group. Students will answer the question “What’s missing in the process?” and write
their answer on a task card.
Group 1
Make a tableau of a family whose attention is only on watching television,
one person taps the television for poor reception.
(There is no response from the receiver. The reaction of the receiver is limited to
himself and does not reach back the sender.)
Group 2
Present a pantomime of a teacher discussing with students.
(Elements are complete)
Group 3
Sing the chorus of the song “Hello” by Adelle.
“Hello from the other side
I must have called a thousand times
To tell you I'm sorry for everything that I've done
But when I call you never seem to be home
Hello from the outside
At least I can say that I've tried
To tell you I'm sorry for breaking your heart
But it don't matter. It clearly doesn't tear you apart anymore”
(The response was not made because the supposed receiver did not accept the
message/ignored the message.)
Group 4
Role Playing
Pretend that you are students asking your teacher.
(Elements are complete)
Group 5
Pretend that you are a giving a eulogy to a dead person.
(Elements are incomplete)
B. Analysis: `
6
The teacher will post the models of communication on the board and ask the
Following questions:
1. What element of communication is missing in the given scenario?

2. Was the family able to give the appropriate response to the news they were
watching on TV and give the response to the speaker? Why?
3. Why was the person referred to the persona in the song, unable to provide a
response?
4. Among the three communication models presented on the board, what is
appropriate to the scenario given to your group?
C. Abstraction:
MODELS OF COMMUNICATION
1. Schramm (1955) in Wood (2009) Interactive Model
Communication is usually described along a few major dimensions:

Message (what type of things are communicated), source / emissor / sender /
encoder (by whom), form (in which form), channel (through which medium),
destination / receiver / target / decoder (to whom), and Receiver. Wilbur
Schramm (1954) also indicated that we should also examine the impact that a
message has (both desired and undesired) on the target of the message.[5]
Between parties, communication includes acts that confer knowledge and
experiences, give advice and commands, and ask questions. These acts may
take many forms, in one of the various manners of communication. The form
depends on the abilities of the group communicating. Together,
communication content and form make messages that are sent towards a
destination. The target can be oneself, another person or being, another entity
(such as a corporation or group of beings).
2. Shannon and Weaver’s (1949) Linear Model
Known as the mother of all communication models, the Shannon-

Weaver model (1949) depicts communication as a linear or one-way process
consisting of five elements: a source (producer of message); a transmitter
(encoder of message into signals); a channel (signals adapted for
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transmission); a receiver (decoder of message from the signal); and a
destination.
This model, however, has been criticized for missing one essential element in
the communication process: feedback. Without feedback, the speaker will not
know whether the receiver understands the message or not.
3. Transactional Model
Unlike the Shannon-Weaver Model, which is a one-way process, the

Transaction Model is a two-way process with the inclusion of feedback as one
element. This model is more interactive. There is a collaborative exchange of
messages between communicators with the aim of understanding each other.It
also shows that a barrier, such as noise, may interfere with the flow of
communication.
4. Aristotle Model
Aristotle, a great philosopher initiative the earliest mass

communication model Called “Aristotle’s Model of Communication”. He
proposed model before 300 B.C who found the importance of audience role in
communication chain in his communication model. This model is more
focused on public speaking than interpersonal communication. It has 5 basic
elements such as : (i) Speaker, (ii) Speech (iii) Occasion, (iv) Audience and
(v) Effect.
D. Application:
With the same group, they will compare and contrast at least 2 models of
communication using a Venn diagram
E. Assessment
8
Application serves as assessment.
F. Assignment
Analyze the communication that takes place in your family. Which

communication model best reflects the communication between family
members?
Example: When my mother asks my sister to wash the dishes but my sister
ignores the order because she was watching the television. The situation is
an example of Aristotle model.
Be ready to present your analysis to the class.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
I. Objectives
A. Content Standards: The learner understands the nature and elements of

B. Performance Standards: The learner designs and performs effective controlled

and uncontrolled oral communication in context.
C. Learning Competency and At the end of 60 minutes, 85 % of the students are

Code: expected to distinguish the unique feature(s) of one
9
communication process from the other.
EN11/12OC-Ia-4
II. Content
Subject Matter: Features of an Effective Communication

Strategies: Role Play, Collaborative Learning, Lecture
Integration: MAPEH (Arts- Creativity)
References : Balgos, A. R. & Sipacio, P. J. (2016). Oral Communication in

Context for Senior High School, pp. 7-8
Other References : https://www.youtube.com/watch?v=oEThDLRNtM4

: https://www.youtube.com/watch?v=7JZ1v-VwTXg
: https://www.youtube.com/watch?v=_6AvYC5v3vc
Materials: Laptop, LED TV
IV. Procedure:

 Picking up pieces of papers/wrapper on the floor
 Prayer
 Greeting
A. Activity:
The teacher will present a short video clip about communication

(https://www.youtube.com/watch?v=oEThDLRNtM4). With a partner, let the
students understand the message and identify the different ways of
communicating.
B. Analysis:
The students will answer the following questions:
1. What was the video clip about?

2. How do the characters communicate?
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3. Did the message come across to the receiver effectively? How?
4. Who, in your opinion, is a good communicator?
5. Why do you think he/she communicates well?
C. Abstraction:
Discuss each feature. To illustrate each, give real-life examples. Link is

provided for more details. https://www.youtube.com/watch?v=7JZ1v-VwTXg
Features of an Effective Communication
In their pioneer book Effective Public Relations, Professors Broom,

Cutlip, and Center (2012) list the 7 Cs of Effective Communication. This list
is widely used today, especially in public relations and advertising.
1. Completeness
Complete communication is essential to the quality of the communication
process in general. Hence, communication should include everything that the
receiver needs to hear for him/ her to respond, react, or evaluate properly.
2. Conciseness
Conciseness does not mean keeping the message short, but making it direct or
straight to the point. Insignificant or redundant information should be
eliminated from the communication that will be sent to the recipient.
3. Consideration
To be effective, the speaker should always consider relevant information about
his/her receiver such as mood, background, race, preference, education, status,
and needs, among others. By doing so, he/she can easily build rapport with the
audience.
4. Concreteness
Effective communication happens when the message is concrete and
supported by facts, figures, and real-life examples and situations. In this case,
the receiver is more connected to the message conveyed.
5. Courtesy
The speaker shows courtesy in communication by respecting the culture,
values, and beliefs of his/her receivers. Being courteous at all times creates a
positive impact on the audience.
6. Clearness
Clearness in communication implies the use of simple and specific words to
express ideas. It is also achieved when the speaker focuses only on a single
objective in his/her speech so as not to confuse the audience.
7. Correctness
Correctness in grammar eliminates negative impact on the audience and
increases the credibility and effectiveness of the message.
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D. Application:
To illustrate these in action, you may play the videos of a sample interaction.
Have students identify the elements of the communication exchange and
distinguish the unique feature(s) of one communication process from the
other.
https://www.youtube.com/watch?v=Uca5HEr-wT0
https://www.youtube.com/watch?v=UF-b0Rrufho
Feature Video 1 Video 2

1
2
3
4
5
6
7
E. Assessment:
Group the class into 4. Each group will present an output creatively
depicting their understanding about the features of an effective
communication. The presentation is good for 2-3 minutes.
Group 1 - Verse Choir

Group II - Sing and dance
Group III - Comical skit
Group IV - Dramatic poetry
The output is graded based on this rubric.
Relevance to the topic 20 points

Creativity 10 points
Over-all impact 10 points
TOTAL 40 points
F. Assignment:
Advance reading about Intercultural Communication
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
12
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
I. Objectives
A. Content Standards: The learner understands the nature and

elements of communication in context.

learners explained why there is a
13
breakdown of communication.
EN11/12OC-Ia-5
Used various strategies in order to avoid
communication breakdown.
EN11/12OC-Ia-6
II. Content
A. Subject Matter : Oral Communication in Context

B. Strategy : Small Group Discussion, Brainstorming, Essay Writing,
C. Integration : ESP (Empathy)

Context for Senior High School. Quezon City: C & E Publishing, Inc,
B. Other References : Communication Breakdown Scenarios. (youtube.com/watch?
v=PZugPA39Ak4)
C. Materials : Laptop, LCD
IV. Procedure

 Prayer
 Greeting
A. Activity
Group the students into eight representing the eight scenarios that they are
about to watch. Each group is assigned to brainstorm and answer the question,”
What would you do if you were in the situation?”
Show a video clip on Communication Breakdown Scenarios.
(youtube.com/watch?v=PZugPA39Ak4)
B. Analysis
Process the groups’ answers and let the other groups present their respective
answers/ reactions to the sharing.
14
The teacher will ask questions:
1. Have you experienced the same situation presented in the video?
2. Why do such situations happen?
3. What do you think is the reason behind the occurrence of such
situation?
C. Abstraction
There are instances when miscommunication and misunderstanding occur

because of certain barriers. To become an effective communicator, you should
recognize these barriers that hinder the communication process. This will enable
you to control the situation, reset conditions, and start anew.
(Group the class into two groups. One group is assigned to provide
communication barriers while the other group gives the corresponding solution/s.
After a given time, the two groups exchange roles. )
Barriers to Communication
Barrier Example Solution

Emotional You are having a bad day or Recognize these kinds of
barriers you feel frustrated. emotions, and politely ask
the other person to give you
a moment so you can relax
or calm yourself.
You sit in a meeting or class Recognize this kind of
where you think the speaker attitude, reset, and reflect on
is boring. how you can be interested in
what the speaker is pointing
out.
Use of Jargon You are a scientist Jargon refers to the set of
discussing a certain weather specialized vocabulary in a
phenomenon with your certain field. To avoid
neighbor who does not communication breakdown
know much about the topic. due to lack of clarity, adjust
your language; use layman’s
terms or simple words.
Lack of You are asked to share Develop self-confidence by
Confidence something about your day joining organizations where
or weekend, but you are you can share and develop
hesitant because you are your interests. Look for
shy. opportunities in your school
or community that will help
you find your strengths and
improve your abilities.
Noisy You are having a Recognize that noise is a
environment conversation with some common barrier. Make some
friends when a song was adjustments by asking
played loudly. someone to minimize the
volume or by looking for a
15
quiet area where you can
resume the conversation.
Note that these are only some of the barriers; many others may arise
out of context, language, physical restrictions, and the like.
D. Application
With the same group in the first activity, students will be asked to give
five real – life situations where there is communication breakdown with
corresponding solutions.
Example:
Situation Barrier Solution / Strategy
Use of technical terms Jargon Use simple words
as a speaker in a forum
E. Assessment
In 250 words, answer the question below in an essay format.

Narrate a situation in your life where you experience communication
breakdown and how you were able to correct it. (See Appendix 1 for the rubric)
F. Assignment
Interview a person whom you consider a good speaker and ask him/
her about effective strategies in correcting communication breakdown. Write
the result of your interview in an essay format.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
16
teachers?
______________________________________________________________________
Appendix 1
Rubric in Essay Writing

Traits 4 3 2 1
Focus and There is one clear, There is one clear, There is one topic. The topic and main
Details wellfocused wellfocused Main ideas are ideas are not clear.
topic. Main topic. Main somewhat clear.
ideas are clear and ideas are clear but are
are well supported by not well supported by
detailed and accurate detailed information.
information.
Organization The introduction is The introduction states The introduction states There is no clear
inviting, states the main the main topic and the main topic. A introduction,
topic, and provides provides an overview conclusion is included. structure,
an overview of the of the paper. A or conclusion.
paper. Information is conclusion is included.
relevant and presented
in a logical order. The
17
conclusion is strong.
Voice The author’s purpose The author’s purpose The author’s purpose The author’s purpose
of writing is very clear, of writing is somewhat of writing is somewhat of
and there is strong clear, and there is some clear, and there is writing is unclear.
evidence of attention evidence of attention evidence of attention
to audience. The to audience. The to audience. The
author’s extensive author’s knowledge author’s knowledge
knowledge and/or and/or experience with and/or experience with
experience with the the topic is/are evident. the topic is/are limited.
topic is/are evident.
Word Choice The author uses vivid The author uses vivid The author uses words The writer uses a
words and phrases. The words and phrases. The that communicate limited vocabulary.
choice and placement choice and placement clearly, but the writing Jargon or clichés
of words seems of words is inaccurate lacks variety. may
accurate, natural, and at times and/or seems be present and
not forced. overdone. detract
from the meaning.
Sentence All sentences are well Most sentences are Most sentences are Sentences sound
Structure,gram constructed and have well constructed and well awkward, are
mar, mechanics varied structure and have varied structure constructed, but they distractingly
and spelling length. The author and length. The author have a similar repetitive,
makes no errors in makes a few errors in structure or are difficult to
grammar, mechanics, grammar, mechanics, and/or length. The understand. The
and/or spelling. and/or spelling, but author makes several author
they do not interfere errors in grammar, makes numerous
with understanding. mechanics, and/or errors
spelling that interfere in grammar,
with understanding. mechanics,
and/or spelling
that interfere with
understanding.
Reviewer’s
Comments
I. Objectives


C. Learning Competency and Code: At the end of the lesson 80% of the
learners demonstrated sensitivity to the
socio-cultural dimension of
18
communication situation with focus on
culture, gender, age, social status and
religion.
EN11/12OC-Ia-7.1 to 7.5
II. Content:
A. Subject Matter : Intercultural Communication

B. Strategies : Dyadic Activity, Role Play, Essay Writing
C. Integration : Araling Panlipunan (Social awareness)

Publishing, Inc,
B. Other References : None
C. Materials : Laptop, DLP, TV, pictures
IV. Procedure:
 Prayer
 Greeting
A. Activity
The teacher will show the following pictures. He/she will ask a question for
the students to answer.
What do you know about the people in the picture?
19
The teacher will ask three to five students to share their ideas/thoughts about
the picture.
B. Analysis
The teacher will ask the following questions:

1. What have you observed about the culture of the different people in the
pictures?
2. Do they have the same practices to us Filipinos?
3. What will you do if you visit their place?
4. How will you show to them that you respect their culture?
C. Abstraction
The teacher will discuss the following topics through a Power Point
presentation:
Intercultural Communication and its Nature

Intercultural communication takes place when people draw from their cultural
identity to understand values, prejudices, language, attitudes, and relationships
(Gudykunst and Kim, 2003)
Developmental Model of Intercultural Sensitivity
The Developmentally Model of Intercultural Sensitivity (DMIS) offers a

structure that explores how people experience cultural differences. According to
Bennett and Benett (2004), it has six stages.
These are the following:
Stage 1. Denial: The individual does not recognize cultural differences.
20
Stage 2. Defense: The individual starts to recognize cultural differences and is
intimidated by them, resulting in either a superior view on own culture or an
unjustified high regard for the new one.
Stage 3: Minimization. Although individual see cultural differences, they bank

more on the universality of ideas rather than on cultural differences.
Stage 4: Acceptance. The individual begins to appreciate important cultural

differences in behaviors and eventually in values.
Stage 5: Adaptation. The individual is very open to world views when

accepting new perspectives.
Stage 6: Integration. Individuals start to go beyond their own cultures and see
themselves and their actions based on multifarious cultural viewpoints.
Characteristics of Competent Intercultural Communication
World Bank (2010) identifies the following traits that define a competent
intercultural communicator:
1. Flexibility and the ability to tolerate high levels of uncertainty

2. Reflectiveness or mindfulness
3. Open-mindedness
4. Sensitivity
5. Adaptability
6. Ability to engage in divergent thinking ( or thinking creatively ) and
systems-level thinking ( or thinking how each one in a system or
organization influences each other )
7. Politeness
Note that in addition to culture, other elements such as gender, age, social
status, and religion must also be taken into consideration when communicating with
others. Refrain from showing bias when talking to someone by following these tips:
1. Avoid stereotypes.
2. Challenge gender norms; avoid using “he” and “man” to refer to a general
group of people.
3. Do not talk down on younger people and the elderly.
4. Be sensitive to the religious practices of others.
5. Be polite at all times; do not belittle people you perceive to be on lower
social class than you.
D. Application
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The teacher will group the class into six. The group will create a scene
showing the different stages of DMIS. They will be given 5 minutes for the
preparation.
Group 1- Denial
Group 2- Defense
Group 3- Minimization
Group 4- Acceptance
Group 5- Adaptation
Group 6- Integration
E. Assessment
The output of the students will serve as their evaluation which will be
rated according to the following rubric.
Role-Play Rubric
Name of Group: _________________________ Date: __________
Assessment done by: _________________________
Criteria Rating
Speech was clear with appropriate volume and inflection 5 4 3 2 1
Role was played in a convincing, consistent manner 5 4 3 2 1
The specified DMIS stage was observed in the role play 5 4 3 2 1
Costumes and props were effectively used 5 4 3 2 1
Role-play was well prepared and organized 5 4 3 2 1
Role-play captured and maintained audience interest 5 4 3 2 1
Comments:
I like your roleplay because….
However, the roleplay needs to improve on…
F. Assignment
Look for a situation showing socio-cultural sensitivity that focuses on

gender, culture, age, social status, religion. Prepare for a group sharing next
meeting.
V. Remarks
______________________________________________________________________
22
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives
23

C. Learning Competency and Code: At the end of the lesson 80% of the
learners demonstrated sensitivity to the
socio-cultural dimension of
communication situation with focus on
culture, gender, age, social status and
religion.
EN11/12OC-Ia-7.1 to 7.5
II. Content
A. Subject Matter : Socio-cultural Dimensions of Communication

B. Strategy : Collaborative Strategy
C. Integration : Araling Panlipunan (Social awareness)

Publishing, Inc,
C. Materials : Rubric sheet
IV. Reinforcement Activity
 Prayer
 Greeting
C. Activity
Lights, Camera Action!
24
The students will be grouped into six. They will think of a situation showing
socio-cultural sensitivity that focuses on gender, culture, age, social status, religion.
Each group will pick a rolled paper about the topic they need to role-play.
The group will be given 30 minutes to prepare.
Each group will present the role-play they conceptualized.
While one group is presenting, the other groups will observe and rate their
presentation using the rubric below.
The average rating of the group will serve as their score for this activity.
Giving of feedback will follow.
Role-Play Rubric
Name of Group: _________________________ Date: __________
Assessment done by: _________________________
Criteria Rating
Socio-cultural sensitivity was present in the content 5 4 3 2 1
Comments:
I like your roleplay because….
However, the roleplay needs to improve on…
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
25
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives
A. Content Standards: The learner values the functions/

purposes of oral communication.
B. Performance Standards: The learner proficiently writes a 250-

word essay of his/her objective
26
observation and evaluation of the various
speakers watched and listened to.
learners should be able to identify and
discuss the functions of communication.
EN11/12OC-Ibe-8
II. Content
A. Subject Matter : 5 Functions of Communication

B. Integration : Science: Functions of the Body Parts
C. Strategies : Collaborative learning, Inquiry-based instruction
A. References : Balgos, A. R. & Sipacio, P. J. (2016). Oral Communication in

Context for Senior High School pp. 8-9
B. Other References : https://www.youtube.com/watch?v=De6Wu141xok&t=5s
C. Materials : Laptop, PowerPoint Presentation,
IV. Procedure
 Prayer
 Greeting
Review
Ask: What are some of the socio-cultural dimension of communication situations

that we need to be sensitive about? (Answers: culture, gender, age, social status, religion,
etc.)
A. Activity
Group students into five and have each group present a 2-minute role-play of
one of the following scenario. They are given 5 minutes to prepare.
1: A doctor telling a patient his prescriptions (regulation/control)

2: A marriage proposal (emotional expression)
3: A guidance counsellor discussing with the students the power of positive
thinking in dealing with insecurities (motivation)
27
4: An English teacher lecturing about the barriers to communication
(information dissemination)
5: A group of friends discussing what they would do at the weekend.
(social interaction)
B. Analysis
Each group will be assigned to analyze the presentation of another group and
answer the following questions:
1. What was the scenario about?

2. How was communication carried out? How was communication used to express the
purpose of the interaction?
3. What information were presented as you watched and listened to the role play?
4. Do you think different situations require a specific purpose why we
communicate? Why?
C. Abstraction
Show a video clip that summarizes the key concepts on the functions of
communication (https://www.youtube.com/watch?v=De6Wu141xok&t=5s.)
Functions of Communication
Basically, there are five functions of communication. These are control, social
interaction, motivation, emotional expression, and information dissemination.
1. Control – Communication functions to control behavior.
2. Social Interaction – Communication allows individuals to interact with

others.
3. Motivation – Communication motivates or encourages people to live better.
4. Emotional expression – Communication facilitates people’s expression of

their feelings and emotions.
5. Information dissemination – Communication functions to convey

information
Ask the students to add more ideas that he/she gained from the discussion and
the activities.
Tell students that like our different body parts, different communication
situations also have specific functions. Control, Social Interaction, Motivation,
Emotional Expression and Information Dissemination will be written on the board.
Have each group identify what function is used in each of the scenario and discuss
their answers.
D. Application
28
The teacher reads or shows (through PowerPoint) each of the items below and
the students identify and discuss the function of communication applied in the given
situation. Call random students to share their answers. Allow students to justify their
answers should they have a different idea.
1. The teacher reads and discusses classroom policies to her students.

(Control)
2. Ross greets Rachel; then, they start talking about their plans for the
holidays.
(social interaction)
3. Phoebe shares her insights on how to live peacefully despite a complicated
life. (motivation)
4. Monica shares her personal frustrations with Chandler.
(emotional expression)
5. The geometry teacher lectures about mathematical concepts.
6. Sheila delivers her valedictory speech. (motivation)
7. The President delivers his last State of the Nation Address.
8. A television personality thanks the supportive moviegoers during an
interview. (emotional expression)
9. The city mayor presents her strategies to execute the plans in a public
forum.
10. A tourist guide orients a group of tourists about a heritage site. (control)
E. Assessment
Have each group discuss the functions of communication by completing the

table below:
Function Description ( at least 3 Example (2)

sentences)
Regulation/Control (Ex. Communication functions (Ex. The school principal
to control behaviour. The reiterates the rules on
listener’s actions becomes tardiness)
limited as restrictions,
commands and rules have to
be followed. )
Motivation
Emotional
Expression
Information
Dissemination
Social Interaction
Rubric below will be used to evaluate their output:
Criteria Advanced Proficient Not Yet There

Development Well-developed ideas; Developing ideas; Poorly developed ideas
29
of Ideas introduces new ideas, and sometimes stimulates which do not add to the
stimulates discussion (5-6 discussion (3-4 pts.) Discussion (1 pt.)
pts.)
Analysis/Critical Clear evidence of critical Beginning of critical Poorly developed critical
Thinking thinking-application, thinking. Generally thinking (1pt.)
analysis, synthesis, and accurate, but could be
evaluation. improved with more
analysis and creative
thought. Tendency to
recite facts rather than
address issues (3-4 pts.)
Clarity The discussion is well The discussion is The discussion is difficult
articulated and understandable, but some to clarify (1 pt.)
understandable (4 pts.) thought is required
(2-3 pts.)
TOTAL
F. Assignment
Have students list down at least 2 communication situations observed in their

own home and have them write a brief discussion what function of communication is
applied. Tell them to write this task in their journal notebook. Show them the table
below as guide.
SITUATION FUNCTION
Ex. “My sister asked advice from me. She said Ex. This shows emotional expression. My sister
she is struggling with her major subjects and talks to me because she wants to share how
wants to drop out. She is feeling down but she worried and anxious she is about her studies.
does not want our parents to know.”
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
30
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives


31
learners should be able to identify and
discuss the functions of communication.
EN11/12OC-Ibe-8
II. Content
A. Subject Matter : Functions of Communication

B. Integration : Values: Respect, Courtesy and Consideration
C. Strategies : Collaborative learning

B. Other References :
IV. Procedure
Preliminary activities: Setting the class

 Prayer
 Greeting
Review
Call random students to share the communication situations they have at home
and identify what function of communication is applied.
A. Reinforcement Activity
Group the class into six. They will be presenting a 2-minute role play that
shows all the functions of communication (control, emotional expression, information
dissemination, motivation and social interaction). Assign a leader in each group who
will present the summary of their insights and reflections about the different functions
of communication after their presentation. Each of the members should have a
participation in the role-play. They are given 20 minutes to prepare. After each
presentation, the teacher shares his/her comments and suggestions and asks a
representative from another group to share his/her feedback. Discussions should be
focused on the functions of communication.
Rubric below will be used to assess their presentation:
Criteria 5 4 3 2 1
Speech was clear with appropriate volume and inflection.
Role was played in a convincing, consistent manner.
32
All functions of communication were observed.
Role-play was well prepared and organized.
Role-play captured and maintained audience interest.
TOTAL
KEY TAKEAWAYS
 Respect, courtesy and consideration must always be reflected when interacting
with others.
 It is important to think first before saying something. Different communicative
approaches apply to different situations.
 With good communication, we are able to convey our thoughts and emotions
which also helps build better interpersonal relationships.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives


33
C. Learning Competency and Code: At the end of the lesson, the 80% of the
learners should be able to identify the
speaker’s purpose
EN11/12OC-Ibe-9
II. Content
A. Subject Matter : Speaker’s purpose

B. Integration : Values: Valuing One’s Self
C. Strategies : collaborative learning
A. References :Balgos, A. R. & Sipacio, P. J. (2016). Oral Communication in

B. Other References: https://www.comm.pitt.edu/approaching-speaking-situation-

audience-occasion-purpose
https://www.youtube.com/watch?v=7t3xf-fYQIo
C. Materials: Laptop, PowerPoint Presentation,
IV. Procedure

 Prayer
 Greeting
Review
Have students pass around a box and have them randomly pick a strip of
paper. Each strip has a situation and the student has to discuss what function of
communication is used.
Telling your mother how much you love her. (Emotional Expression)
A boss telling an employee to write a report. (Control)
Two strangers getting to know each other. (Social Interaction)
A “rags to riches” story shared by the guest speaker. (Motivation)
A representative from DOH talks about the benefits of exercise
(Information Dissemination)
A. Activity
34
Divide the class into five groups. Give them the following speaking situations
and have them discuss what the speaker intends to convey.
Group 1: a politician during a campaign

Group 2: a husband giving his eulogy to his late wife
Group 3: a mother sharing her birthday message to her debutante
daughter
Group 4: a valedictorian delivering her speech
Group 5: a celebrity endorsing a product
B. Analysis
Have each group answer the following questions:
 What does the speaker intend to tell the audience?

 How does adequate information of the speaking situation help the
speaker establish the intent or purpose of his/her speech?
C. Abstraction
Discuss the following concepts:
Purpose
Speakers hope to accomplish general and specific purposes when they

communicate. For most speaking in college and beyond, there are two general
purposes: to inform or to persuade. The line between informing and persuading is not
absolute, and many speeches will do some of both. Nonetheless, they are useful
guides for speakers.
When a speaker seeks to inform, they want the audience to leave the speech
knowing more than they knew beforehand. Speakers may want to explain an idea or
process, share new information, or show how to do something.
When a speaker aims to persuade an audience, they want them to adopt a new
position or belief, to change their minds, or to be moved to action. Persuasion calls a
speaker to advocate one position among others that are possible and be willing to
defend it against challenges.
In addition to a general purpose and speaker typically has a range of more

specific goals for their speech. They may want to get a few laughs, to build upon a
classmate's speech, to reach a selected group of listeners, to show themselves to be
competent to potential employers, or to create controversy! A successful speech
requires a clear sense of general and specific purpose to guide how selection and
presentation of ideas and words.
Summarize the key concepts of the lesson. Stress the importance of organizing
oral presentations to get your message across clearly. Also, listening well to oral
35
presentations will not only help you understand the speaker’s purpose but also
expands your knowledge and understanding of certain issues.
D. Application
Show the class a speech “Be Your Own Hero” by Jan Si which can be
downloaded from this link https://www.youtube.com/watch?v=7t3xf-fYQIo (other
speech may be used for this activity) and have them discuss his important message
and what he wants his audience to learn from his experience. All students will be
encouraged to share their thoughts.
E. Assessment
Show another video clip (https://www.youtube.com/watch?v=1i9kcBHX2Nw)

and have students write a short paragraph with at least 100 words of their overall
impression about it based on the speaker’s intention or purpose. Their output will be
evaluated using this rubric:
Excellent (4) Good (3) Needs

Improvement (2)
Content The speaker’s The speaker’s The speaker’s
purpose was clearly purpose was purpose was not
and substantially emphasized but identified.
identified. needs clarity and
coherence.
Understanding Writing shows Writing shows Writing shows little
strong adequate understanding of the
understanding of understanding of video clip
the video clip the video clip
Mechanics Few errors were Several errors were Numerous errors
observed observed were observed
Total
F. Assignment
Tell students to have a copy of the speech* delivered by Steve Jobs during the
Commencement Exercises at Harvard University in 2005 (the same speech in the
video used in the assessment) and highlight at least ten important insights they’ve
learned from his message.
*Refer to Appendix A for the complete text of Steve Job’s speech.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
36
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
Appendix A
STEVE JOB’S SPEECH
I am honored to be with you today at your commencement from one of the finest universities in the
world. I never graduated from college. Truth be told, this is the closest I’ve ever gotten to a college
graduation. Today I want to tell you three stories from my life. That’s it. No big deal. Just three
stories.
The first story is about connecting the dots.
I dropped out of Reed College after the first 6 months, but then stayed around as a drop-in for another
18 months or so before I really quit. So why did I drop out?
37
It started before I was born. My biological mother was a young, unwed college graduate student, and
she decided to put me up for adoption. She felt very strongly that I should be adopted by college
graduates, so everything was all set for me to be adopted at birth by a lawyer and his wife. Except that
when I popped out they decided at the last minute that they really wanted a girl. So my parents, who
were on a waiting list, got a call in the middle of the night asking: “We have an unexpected baby boy;
do you want him?” They said: “Of course.” My biological mother later found out that my mother had
never graduated from college and that my father had never graduated from high school. She refused to
sign the final adoption papers. She only relented a few months later when my parents promised that I
would someday go to college.
And 17 years later I did go to college. But I naively chose a college that was almost as expensive as
Stanford, and all of my working-class parents’ savings were being spent on my college tuition. After
six months, I couldn’t see the value in it. I had no idea what I wanted to do with my life and no idea
how college was going to help me figure it out. And here I was spending all of the money my parents
had saved their entire life. So I decided to drop out and trust that it would all work out OK. It was
pretty scary at the time, but looking back it was one of the best decisions I ever made. The minute I
dropped out I could stop taking the required classes that didn’t interest me, and begin dropping in on
the ones that looked interesting.
It wasn’t all romantic. I didn’t have a dorm room, so I slept on the floor in friends’ rooms, I returned
Coke bottles for the 5¢ deposits to buy food with, and I would walk the 7 miles across town every
Sunday night to get one good meal a week at the Hare Krishna temple. I loved it. And much of what I
stumbled into by following my curiosity and intuition turned out to be priceless later on. Let me give
you one example:
Reed College at that time offered perhaps the best calligraphy instruction in the country. Throughout
the campus every poster, every label on every drawer, was beautifully hand calligraphed. Because I
had dropped out and didn’t have to take the normal classes, I decided to take a calligraphy class to
learn how to do this. I learned about serif and sans serif typefaces, about varying the amount of space
between different letter combinations, about what makes great typography great. It was beautiful,
historical, artistically subtle in a way that science can’t capture, and I found it fascinating.
None of this had even a hope of any practical application in my life. But 10 years later, when we were
designing the first Macintosh computer, it all came back to me. And we designed it all into the Mac. It
was the first computer with beautiful typography. If I had never dropped in on that single course in
college, the Mac would have never had multiple typefaces or proportionally spaced fonts. And since
Windows just copied the Mac, it’s likely that no personal computer would have them. If I had never
dropped out, I would have never dropped in on this calligraphy class, and personal computers might
not have the wonderful typography that they do. Of course it was impossible to connect the dots
looking forward when I was in college. But it was very, very clear looking backward 10 years later.
38
Again, you can’t connect the dots looking forward; you can only connect them looking backward. So
you have to trust that the dots will somehow connect in your future. You have to trust in something —
your gut, destiny, life, karma, whatever. This approach has never let me down, and it has made all the
difference in my life.
My second story is about love and loss.
I was lucky — I found what I loved to do early in life. Woz and I started Apple in my parents’ garage
when I was 20. We worked hard, and in 10 years Apple had grown from just the two of us in a garage
into a $2 billion company with over 4,000 employees. We had just released our finest creation — the
Macintosh — a year earlier, and I had just turned 30. And then I got fired. How can you get fired from
a company you started? Well, as Apple grew we hired someone who I thought was very talented to
run the company with me, and for the first year or so things went well. But then our visions of the
future began to diverge and eventually we had a falling out. When we did, our Board of Directors
sided with him. So at 30 I was out. And very publicly out. What had been the focus of my entire adult
life was gone, and it was devastating.
I really didn’t know what to do for a few months. I felt that I had let the previous generation of
entrepreneurs down — that I had dropped the baton as it was being passed to me. I met with David
Packard and Bob Noyce and tried to apologize for screwing up so badly. I was a very public failure,
and I even thought about running away from the valley. But something slowly began to dawn on me
— I still loved what I did. The turn of events at Apple had not changed that one bit. I had been
rejected, but I was still in love. And so I decided to start over.
I didn’t see it then, but it turned out that getting fired from Apple was the best thing that could have
ever happened to me. The heaviness of being successful was replaced by the lightness of being a
beginner again, less sure about everything. It freed me to enter one of the most creative periods of my
life.
During the next five years, I started a company named NeXT, another company named Pixar, and fell
in love with an amazing woman who would become my wife. Pixar went on to create the world’s first
computer animated feature film, Toy Story, and is now the most successful animation studio in the
world. In a remarkable turn of events, Apple bought NeXT, I returned to Apple, and the technology
we developed at NeXT is at the heart of Apple’s current renaissance. And Laurene and I have a
wonderful family together.
I’m pretty sure none of this would have happened if I hadn’t been fired from Apple. It was awful
tasting medicine, but I guess the patient needed it. Sometimes life hits you in the head with a brick.
Don’t lose faith. I’m convinced that the only thing that kept me going was that I loved what I did.
You’ve got to find what you love. And that is as true for your work as it is for your lovers. Your work
is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe
39
is great work. And the only way to do great work is to love what you do. If you haven’t found it yet,
keep looking. Don’t settle. As with all matters of the heart, you’ll know when you find it. And, like
any great relationship, it just gets better and better as the years roll on. So keep looking until you find
it. Don’t settle.
My third story is about death.
When I was 17, I read a quote that went something like: “If you live each day as if it was your last,
someday you’ll most certainly be right.” It made an impression on me, and since then, for the past 33
years, I have looked in the mirror every morning and asked myself: “If today were the last day of my
life, would I want to do what I am about to do today?” And whenever the answer has been “No” for
too many days in a row, I know I need to change something.
Remembering that I’ll be dead soon is the most important tool I’ve ever encountered to help me make
the big choices in life. Because almost everything — all external expectations, all pride, all fear of
embarrassment or failure — these things just fall away in the face of death, leaving only what is truly
important. Remembering that you are going to die is the best way I know to avoid the trap of thinking
you have something to lose. You are already naked. There is no reason not to follow your heart.
About a year ago I was diagnosed with cancer. I had a scan at 7:30 in the morning, and it clearly
showed a tumor on my pancreas. I didn’t even know what a pancreas was. The doctors told me this
was almost certainly a type of cancer that is incurable, and that I should expect to live no longer than
three to six months. My doctor advised me to go home and get my affairs in order, which is doctor’s
code for prepare to die. It means to try to tell your kids everything you thought you’d have the next 10
years to tell them in just a few months. It means to make sure everything is buttoned up so that it will
be as easy as possible for your family. It means to say your goodbyes.
I lived with that diagnosis all day. Later that evening I had a biopsy, where they stuck an endoscope
down my throat, through my stomach and into my intestines, put a needle into my pancreas and got a
few cells from the tumor. I was sedated, but my wife, who was there, told me that when they viewed
the cells under a microscope the doctors started crying because it turned out to be a very rare form of
pancreatic cancer that is curable with surgery. I had the surgery and I’m fine now.
This was the closest I’ve been to facing death, and I hope it’s the closest I get for a few more decades.
Having lived through it, I can now say this to you with a bit more certainty than when death was a
useful but purely intellectual concept:
No one wants to die. Even people who want to go to heaven don’t want to die to get there. And yet
death is the destination we all share. No one has ever escaped it. And that is as it should be, because
Death is very likely the single best invention of Life. It is Life’s change agent. It clears out the old to
40
make way for the new. Right now the new is you, but someday not too long from now, you will
gradually become the old and be cleared away. Sorry to be so dramatic, but it is quite true.
Your time is limited, so don’t waste it living someone else’s life. Don’t be trapped by dogma —
which is living with the results of other people’s thinking. Don’t let the noise of others’ opinions
drown out your own inner voice. And most important, have the courage to follow your heart and
intuition. They somehow already know what you truly want to become. Everything else is secondary.
When I was young, there was an amazing publication called The Whole Earth Catalog, which was
one of the bibles of my generation. It was created by a fellow named Stewart Brand not far from here
in Menlo Park, and he brought it to life with his poetic touch. This was in the late 1960s, before
personal computers and desktop publishing, so it was all made with typewriters, scissors and Polaroid
cameras. It was sort of like Google in paperback form, 35 years before Google came along: It was
idealistic, and overflowing with neat tools and great notions.
Stewart and his team put out several issues of The Whole Earth Catalog, and then when it had run its
course, they put out a final issue. It was the mid-1970s, and I was your age. On the back cover of their
final issue was a photograph of an early morning country road, the kind you might find yourself
hitchhiking on if you were so adventurous. Beneath it were the words: “Stay Hungry. Stay Foolish.” It
was their farewell message as they signed off. Stay Hungry. Stay Foolish. And I have always wished
that for myself. And now, as you graduate to begin anew, I wish that for you.
Stay Hungry. Stay Foolish.
Thank you all very much.
I. Objectives


learners should be able to identify the
41
speaker’s purpose
EN11/12OC-Ibe-9
II. Content
A. Subject Matter : Speaker’s purpose

B. Integration : Research – Applying Scientific Inquiry
C. Strategies : Collaborative learning, Reciprocal teaching

B. Other References : https://iamfearlesssoul.com/believe-in-yourself-inspirational-

speech-ashley-zahabian/
https://www.fearlessmotivation.com/2016/12/13/struggle-
makes-stronger-motivational-speech/
https://www.best-speech-topics.com/informative-speech-
sample.html
C. Materials :Manila paper, marker, hand-outs
IV. Procedure
 Prayer
 Greeting
Review
Call random students to share about their thoughts on Steve Job’s speech.
A. Reinforcement Activity
Present the speech titles that they will be reading. Tell them to use the
following strategies as they read to help them comprehend the speech better. This
strategy allows students to apply their inquiry skills on a scientific standpoint like
when they’re doing a research project.
1. Predict – ask what the text is about
2. Question – ask questions about what you don’t understand
3. Clarify – re-read for clarification
4. Summarize – write a synthesis of the text read
42
Group the class into six. Provide each group a copy of a speech and
integrating the suggested strategies, have them identify and discuss the speaker’s
purpose. Have them write down the purpose of the speech and the context clues that
support their claim in a manila paper. A representative from each group will then
present their output after 30 minutes. Each group is given 5 minutes to present their
output and 3 minutes to answer questions from the teacher and the audience.
Group 1 & 2: How Humor Heals
I had to spend a week or so in the hospital last year. A minor ear infection turned into
some major problems for my immune system. I was fairly depressed and frustrated
one night after my doctor had given me the news that still more tests would be
needed, which meant another few days in an uncomfortable bed with people poking
and prodding at me.
As I thought about it, the pain began again, and I was sure that my condition might
only become more serious. About the time I began to wonder if I would ever see my
own home again, my best friend from high school stopped by. She was, quite literally,
our class clown. She always had a great joke on the tip of her tongue. She was the
mascot at the football games because her antics were so funny. Even now I can't help
but smile when I think about her.
Two hours after she left, I felt great. I had no pain when I woke up the next morning,
and that evening, all of my test results were positive. A miracle? Actually, yes. Study
after study has indicated that humor has interesting healing powers.
One way that humor can help to heal is that it literally changes our outlook on life. As
we laugh, we have trouble seeing life's difficulties the same way. Suddenly, our
problems don't seem quite as bad. Humor allows one to distance him/herself from a
painful physical or medical situation while also acknowledging that he or she is in
such a situation.
This change in perspective is a powerful healing force. Distancing yourself from a

distressing situation allows you to view certain circumstances from a more objective
perspective, and this can help you extract powerful emotions that focus on your pain
or sorrow. In doing this, you do not reject the painful circumstances surrounding you,
but acknowledge the reality of your situation - the good with the bad.
Recent mental health studies have shown that laughter can stimulate areas of the brain
that release endorphins, helping us to see our situation more clearly.
The benefits of humor, though, aren't all mental. Humor triggers laughter. According
to physiological studies, the laughter, in turn, stimulates our cardiovascular systems
by increasing the rate at which the heart beats and contracting the muscles. In fact,
one study suggested that laughing one hundred times per day is the equivalent of
spending ten minutes on a rowing machine.
One study went so far as to suggest that the benefits of laughter reach far beyond our
body system. "Laughter reduces levels of certain stress hormones which suppress the
immune system and increase the number of blood platelets - which can cause
43
obstructions in arteries, and raise blood pressure," said one researcher. "When we're
laughing, natural killer cells that destroy cancer cells increase, as does the level of
Gamma-interferon - a disease-fighting protein, T-cells - a major part of the immune
system, and B-cells - which make disease-destroying antibodies. Laughter may also
increase the concentration of salivary immunoglobulin A, which defends against
infectious organisms entering through the respiratory tract so it helps us to resist colds
and viruses." That makes quite a case of the adage "A barrel of laughs a day keeps the
doctor away."
The healing power of humor is wide-ranging in scope and situation. Though

medically, the interesting healing powers of humor are still being studied by many
scientists, humor clearly heals the spirit - a part of every one of us which is often
neglected by medicine and science.
Seeing the humor in our painful or emotional situations can free us from the chains
we have built around ourselves, helping us to recognize that life is more than anger or
pain or sorrow, but that it is full of humor and the contagious sound of laughter.
Group 3 & 4: Believe In Yourself by Ashley Zahabian
Why is it we don’t believe it ourselves?

That as soon as things get tough in our lives we start doubting ourselves
We start thinking that we may not make it
Stressing, worrying, imagining things that may go wrong in the future
We need to understand, the human mind is the most powerful tool we own, but it can
also be the most DESTRUCTIVE
And we need to learn how to take control of the direction of our mind and our
emotions
You mind is going to provide you your greatest challenges in life, because it is so
powerful
So, if you can conquer your mind, you can pretty much conquer anything else around
you, literally.
When writing the story of your life – make sure YOU hold the pen
Make sure not only that you hold the pen, but you write the script from your heart. Be
brave when writing your script, it’s your story and there are NO LIMITS to what you
can have, what you can do or what you can be.
How bad do you want it?

You have to prove it to yourself that you want it bad enough, it’s gotta hurt you not to
get it.
And that’s when you’re going to learn to conquer your mind. Your mind will no
longer be able to say no, because your inner heart and mind are aligned, and now
NOTHING can stop you!
It’s easy to be all positive and consistent when everything is going your way
But that’s not life, that’s not realistic!
Are you going to be one of the very few to stand up when things are tough, when
44
everything is going against you.
Will you be able to believe in what’s right, and what brings results to your life.
THAT’S WHEN YOUR CHARACTER WILL SHINE!
THAT’S WHEN YOUR STORY WILL BE BORN!
YOUR story is valuable!
YOUR story of success!
You can’t build a STORY if you stop now. If you give up.
The world is full of people who gave up.
THE WORLD NEEDS HOPE. WE ALL DO.
The world needs you to STAND UP – to fight through your challenging moments,
To SHINE through the dark times
To love through the hate, and to be the difference in an indifferent world.
To BELIVE IN YOURSELF
Most people are bloated with ordinary thoughts and mindsets

They’re so full of average that they have no more appetite
But you have to have an appetite for EXTRAORDINARY
Beyond what people are doing – think beyond them
THERE WILL ALWAYS BE DOUBTERS, and people below you, and people trying
to put you down so they can feel higher, but you gotta STAY TRUE TO YOURSELF.
BELIEVE in your mind. Have some tunnel vision.
Then one day you will have your moment.
Because ANYTHING is possible if you just BELIEVE!
FEED your DREAMS.

If you can suffer through setbacks, through pain, RISE up with resilience once again,
and again, and again!
ONE DAY THIS WORLD WILL TAP YOU ON THE SHOULDER & say…“This is
your time to shine”
YOU CAN HAVE BE AND DO ANYTHING YOU WANT
You just have to believe.
Group 5 & 6: Struggle Makes You Stronger by William Hollis
Struggles, challenges and hard times offer you much more value than any other time
in your life. You can not grow without struggle. You can not get STRONGER without
resistance. Think about a time in your life that may have been hard, but forced you to
become better. Get grateful for the struggles and WORK on yourself to ensure your
future has much more PLEASURE than PAIN.
Imagine if you got what you want, every time. No struggle. No hard work. No
challenges. No hard work required.
Some of you are saying… that would be great… You would be weak!
And then, when something hard comes up in your life, you wouldn’t know how to
45
handle it, because you have never gone through anything that strengthens you.
You can not GROW without struggle. You can not develop STRENGTH without
resistance, without challenging yourself, without struggle.
PAIN is your friend. Maybe not in the moment. But for the evolution of your soul, for
the long term benefit of you as a stronger human being – pain IS YOUR FRIEND.
If you didn’t have failures… If you didn’t have struggles… If you didn’t have
disappointment, you could have no strength, no courage, no compassion. How could
you? Those qualities are MADE from your pain and struggle.
You were given pain because you are strong enough to handle it. You were given this
LIFE because you are strong enough to live it. Because you are strong enough to drive
though it. To THRIVE THROUGH IT. To inspire others through it.
They will look to you and say:

He did it,
She did it,
I have the strength to do it to.
You are stronger than you think. You’ve survived all your challenges to this point…
And you will survive whatever is coming. But next time a struggle comes I don’t want
you to curse the skies. Know that it was sent for a reason and a lesson. It might be to
make you stronger, it might be to teach you patience, it might be for you to show
others your spirit, there is a reason.
So don’t you give up. You have a purpose in this world. And you will only find it if
you keep going and keep GROWING.
Rubric below will be used to assess students’ output:
Excellent (4) Good (3) Needs

Improvement (2)
Content The speaker’s The speaker’s The speaker’s
purpose was clearly purpose was purpose was not
and substantially emphasized but identified.
identified. needs clarity and
coherence.
Understanding Writing shows Writing shows Writing shows little
strong adequate understanding of the
understanding of understanding of speech read
the speech read the speech read
Mechanics Few errors were Several errors were Numerous errors
46
observed observed were observed
Total
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives


learners should be able to watch and
listen to sample oral communication
47
activities.
EN11/12OC-Ibe-10
II. Content
A. Subject Matter : Oral communication activity

B. Integration : ICT – Video Upload and Download/Values-Respect
C. Strategies : Blended learning, collaborative learning, simulation

Context for Senior High School
B. Other References : https://garfinkleexecutivecoaching.com/articles/improve-

yourcommunication- skills/9-tips-for-improving-your-
communications-skills
: http://www.cftchattanooga.com/CFTChatt/Song_&_Monolog
ue_files/Audition-Monologues%20for%20Kids.pdf
: https://www.youtube.com/watch?v=UNGvhO8XNrE
: https://www.youtube.com/watch?v=zSmq4Wsz28w
C. Materials : Laptop, PowerPoint Presentation, paper strips, emoticons
IV. Procedure
Preliminary activities

 Prayer
 Greeting
Review
Ask students why knowing the functions of communication is important.

Encourage everyone to share their thoughts.
A. Activity
48
Activity 1: Call random students to act out the following monologues
highlighting famous lines from Disney movies.
Suggested monologues:
 Aladdin: “But I do like Jasmine. I mean, “The Princess!” Ugh! I must’ve
sounded so silly! Then again, what does it matter? I’m never going to see
her again. Me, the “street rat!” Besides, she deserves a prince. Or at least
someone better than me. Oh, why did I ever meet her? Boy, I’m glad I met
her! Look at this junk! I bet no one’s been in here for years. Something’s
written on this thing. Let’s see here.....” (Aladdin)
 Dory: “No. No, you can't. ...STOP! Please don't go away. Please? No
one's ever stuck with me for so long before. And if you leave...if you
leave... I just, I remember things better with you! I do, look! P. Sherman,
forty-two...forty-two... I remember it, I do. It's there, I know it is, because
when I look at you, I can feel it. And...and I look at you, and I...and I'm
home! Please...I don't want that to go away. I don't want to
forget.”(Finding Nemo)
 Dorothy: “But it wasn't a dream. It was a place. And you and you and
you...and you were there. But you couldn't have been could you? No, Aunt
Em, this was a real truly live place and I remember some of it wasn't very
nice, but most of it was beautiful--but just the same all I kept saying to
everybody was "I want to go home," and they sent me home! Doesn't
anybody believe me? But anyway, Toto, we're home! Home. And this is my
room, and you're all here and I'm not going to leave here ever, ever again.
Because I love you all. And... Oh Auntie Em! There's no place like home!”
(Wizard of Oz)
B. Analysis
After the short performances, ask the students the following:
 How were the lines delivered?
 What strategies did the actors employ in delivering their lines?
 What do you think makes the delivery of a message effective?
 If given the chance to deliver any of those lines, how would you have
done it? Why?
 Do you think watching how communication works is important?
Why?
C. Abstraction
After emphasizing the importance of being a keen observant of

communication activities, share some other tips in improving our communication
skills. Discuss the following:
1. Make communication a priority. Take classes, read books, magazine

articles or learn from successful communicators around you. Seek
a mentor or coach.
2. Simplify and stay on message. Use simple, straightforward language.
Remember that Lincoln’s Gettysburg Address was 286 words, about
two minutes long.
3. Engage your listeners or readers. Draw your listeners and readers into the
conversation. Ask questions and invite opinions. Solicit their
feedback.
49
4. Take time to respond. After you’ve listened (and understood) take time to
“draft” in your head what you want to say.
5. Make sure you are understood. Don’t blame the other person for not
understanding. Instead, look for ways to clarify or rephrase what you
are trying to say so it can be understood.
6. Develop your listening skills, too. The best communicators are almost
always the best listeners. Listen without judgment and don’t be
distracted by thinking about what you want to say next. Then, respond,
not react.
7. Body language is important. Studies show that 65% of all communication
is non-verbal. Watch for visual signs that your listener understands,
agrees or disagrees with your message. And be aware that your body is
sending signals, too.
8. Maintain eye contact. Whether speaking to a crowd or one-on-one,
maintaining eye contact builds credibility and demonstrates you care
about your listeners.
9. Respect your audience. Recognize your message is not just about you or
what you want. You should sincerely care about the needs and the
unique perspectives of those to whom you are communicating. One of
the best ways to show your respect is simply by paying attention to
what they say.
D. Application
Students group themselves into five. They will watch a short video clip
(https://www.youtube.com/watch?v=zSmq4Wsz28w) carefully. Each group is
provided with five different emoticons: love, like, wow, sad, happy. Each group take
turns showing their reaction to a video and share the reason for their choice.
E. Assessment
Show another video clip (https://www.youtube.com/watch?

v=UNGvhO8XNrE2) and have students write the basic details of the communication
activity they’ve watched and listened to by filling in the table below:
Type of Title Name of Speaker/s Function of Comments/

Communication Communication Feedback
Activity observed
*type of communication activity- it can be a speech, role-play, short scene, etc.

*title of the presentation
*comments/feedback – their personal opinion about the video whether they find it effective, boring, interesting, etc.
F. Assignment
Have students share an inspirational video related to the importance of

effective communication in their Facebook wall with the hashtag:
#CommunicationMatters #OralCommunication. They also have to write a
sentence or two describing the video they are sharing.
50
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives

B. Performance Standard: The learner writes a 250-word essay of

his/her objective observation and
evaluation of the various speakers
watched and listened to.
C. Learning Competencies and code: At the end of the lesson, 80% of the
learners ascertain the verbal and
nonverbal cues that each speaker uses to
achieve his/her purpose.
EN11/12OC-Ibe-11
51
II. Content
A. Subject Matter : Verbal and Nonverbal Cues

B. Integration : Values (Cooperation)
C. Strategy : Game-based Instruction; Small Group Discussion (SGD);
Lecture

Publishing, Inc. Pp.146-153
C. Materials : Laptop, PowerPoint Presentation
IV. Procedure
-Prayer
-Checking of Attendance
A. Activity
WORDLESS ACTING
1. Separate students into groups of two.

2. Determine one student in each group as student A, and one as student B.
3. Give each student a copy of the following script.
4. Student A will read his/her lines out loud, but student B will communicate
his/her lines in a nonverbal way.
5. Provide B with a secret emotional distraction that is written on a piece of
paper. For example, student B may be in a rush, may be really bored, or
maybe feeling guilty.
6. After the dialogue, ask each student A to guess what emotion was affecting
the student's partner student B.
Dialogue:
A: Have you seen my book? I can’t remember where I put it.
B: Which one?
A: The murder mystery. The one you borrowed.
B: Is this it?
A: No. It’s the one you borrowed.
B. I did not!
A: Maybe it’s under the chair. Can you look?
B: OK--just give me a minute.
A: How long are you going to be?
B: Geez, why so impatient? I hate when you get bossy.
52
A: Forget it. I’ll find it myself.
B: Wait—I found it!
B. Analysis
TRY TO CONNECT!
The teacher makes use of the essential questions below as guide in clarifying
key understanding about the topic at hand and to elicit their feelings about the activity
or the topic:
1. How did you find the activity?

2. What enabled you to accomplish the task?
3. How does speaker A and B convey his message to the audience?
4. What are verbal and nonverbal cues?
5. What verbal and nonverbal cues did the speaker use to achieve his or her
purpose?
6. How does verbal and nonverbal cues help speakers express themselves
effectively?
C. Abstraction
Teacher facilitates learners’ understanding of the following contents using

Carousel:
In this activity, the teacher will divide the class into three groups. Each
group will stay on the designated station as instructed by the teacher. The
teacher will tell the students that they have to wait for the signal to move from
one station to the other. Also, the teacher will emphasize that students can take
down notes and are allowed to ask questions to the speakers assigned in each
station. The activity ends until everybody has visited all the stations. (In order
to maximize time, the teacher orients beforehand 3 students to be assigned in
each station and act as speakers to discuss the topic/s given to them and tell
them to prepare visual aid).
Station 1: Verbal Communication (Appropriateness, Brevity, Clarity)

Station 2: Verbal Communication (Ethics, Vividness)
Station 3: Non Verbal Communication
After the activity, the teacher will process students understanding of the
topic through the following questions:
1. How do you find the activity?

2. What did you discover about Verbal and Nonverbal cues?
3. How does the use of Verbal and Nonverbal cues help speakers to achieve his
or her purpose?
Verbal Communication and Nonverbal Communication
Verbal Communication refers to an interaction in which words are used to

relay a message. For effective and successful verbal communication, use words to
53
express ideas which can be easily understood by the person you are talking to.
Consider appropriateness, brevity, clarity, ethics, and vividness when engaging in this
type of communication.
1. Appropriateness
The language that you use should be appropriate to the environment or
occasion (i.e., whether formal or informal).
2. Brevity
Speakers who often use simple yet precise and powerful words are
found to be more credible. Try to achieve brevity by being more direct with
your words. Avoid fillers and insubstantial expressions which do not add to
the message, such as “uh, “you know,” “I guess,” and others.
3. Clarity
The meaning of words, feelings, or ideas may be interpreted differently
by a listener; hence, it is essential for you to clearly state your message and
express your ideas and feelings.
4. Ethics
Words should be carefully chosen in consideration of the gender, roles,
ethnicity, preferences, and status of the person or people you are talking to.
5. Vividness
Words that vividly or creatively describe things or feelings usually add

color and spice to communication. Hence, you are encouraged to find ways
to charm your audience through the use of vivid words.
Nonverbal communication refers to an interaction where behavior is

used to convey and represent meanings. All kinds of human responses that are not
expressed in words are classified as nonverbal communication. Examples of
nonverbal communication are stares, smiles, tone of voice, movements, manners of
walking, standing and sitting, appearance, style of attire, attitude towards time and
space, personality, gestures, and others.
Mastery of nonverbal communication is important for several reasons:
1. It enhances and emphasizes the message of your speech, thus making it more
meaningful, truthful, and relevant.
2. It can communicate feelings, attitudes, and perceptions without you saying a
word.
3. It can sustain the attention of listeners and keep them engaged in the speech.
4. It gives the audience a preview to the type of speaker you are.
5. It makes you appear more dynamic and animated in your delivery.
6. It serves as a channel to release tension and nervousness.
7. It helps make your speech more dramatic.
8. It can build a connection with listeners.
9. It makes you a credible speaker.
10. It helps you vary your speaking style to avoid a monotonous delivery.
54
D. Application
Ask students to look for a partner and let them think of their favorite
celebrity, politician, or a famous personality with natural gestures. Ask them to
demonstrate these gestures in class and explain how this could help express the
speaker’s message clearly.
Criteria 5 4 3 2 1
Appropriate gestures were demonstrated
The explanation was clear and organized
Audience’s attention was sustained
Good connection with audience was established
The delivery made use of varying speaking style
Total: __ /25
E. Assessment
(Application serves as an assessment)
F. Assignment
Group students into five. Ask them to create a script for the news casting
activity (reinforcement activity) to be done the following day. Ask each group to
assign roles, decide for their costume, sound effects, props, and most importantly
practice their roles.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
55
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives


learners ascertain the verbal and
nonverbal cues that each speaker uses to
achieve his/her purpose.
EN11/12OC-Ibe-11
56
II. Content
A. Subject Matter : Verbal and Nonverbal Cues

C. Strategy : Game-based Instruction

B. Other References : Dananjaya Hettiarachchi. I see something in you. Retrieved
from https://www.youtube.com/watch?v=bbz2boNSeL0
Gaur Gopal Das. The most selfish one letter word. Retrieved
from https://www.youtube.com/watch?v=fHwA9P50buY
Rubric in assessing a speech presentation

http://www.marquette.edu/library/services/oral.doc
C. Materials : Rubric, worksheets
Activity 1
Create a 3 minute News casting presentation with emphasis on the use of
verbal and nonverbal cues.
Please be guided with the rubric below.
Emerging Developing Advanced

(0-12 points) (13-16 points) (17-20 points)
1. Language Language Language used is Language is
Use choices may be mostly respectful familiar to the
(Verbal limited, or inoffensive. audience,
Effectiveness) peppered with Language is appropriate for
(20 points) slang or jargon, appropriate, but the setting, and
too complex, or word choices are free of bias; the
too dull. not particularly presenter may
Language is vivid or precise. “code-switch”
questionable or (use a different
inappropriate for language form)
a particular when
57
audience, appropriate.
occasion, or Language
setting. Some choices are vivid
biased or unclear and precise.
language may be
used.
2. Delivery The delivery The delivery The delivery is
(Nonverbal detracts from the generally seems extemporaneous
Effectiveness) message; eye effective – -- natural,
(20 points) contact may be however, confident, and
very limited; the effective use of enhances the
presenter may volume, eye message –
tend to look at contact, vocal posture, eye
the floor, control, etc. may contact, smooth
mumble, speak not be gestures, facial
inaudibly, fidget, consistent; some expressions,
or read most of hesitancy may be volume, pace,
the speech; observed. Vocal etc. indicate
gestures and tone, facial confidence, a
movements may expressions, commitment to
be jerky or clothing and the topic, and a
excessive. The other nonverbal willingness to
delivery may expressions do communicate.
appear not detract The vocal tone,
inconsistent with significantly delivery style,
the message. from the and clothing are
Fillers (“ums”) message. The consistent with
are used delivery style, the message.
excessively. tone of voice, Delivery style
Articulation and and clothing and clothing
pronunciation choices do not choices suggest
tend to be seem out-of- an awareness of
sloppy. Poise of place or expectations and
composure is disrespectful to norms. Limited
lost during any the audience or use fillers is
distractions. occasion. Some observed.
Audience use of Fillers are Articulation and
members have observed. pronunciation
difficulty hearing Generally, are clear. All
the presentation. articulation and audience
pronunciation members can
are clear. Most hear the
audience presentation.
members can
hear the
presentation.
Activity 2
Individual activity
58
Students will watch a video presentation and let them identify the Verbal and
Nonverbal cues used by the speaker to achieve his or her purpose using the worksheet
below. (Links of the video are provided in the references)
TITLE/SPEAKER VERBAL CUES NONVERBAL

CUES
“I See Something in
You” by Dananjaya
Hettiarachchi
“The Most Selfish
One Letter Word”
by Gaur Gopal Das
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
59
I. Objectives


learners comprehend various kinds of
oral texts.
EN11/12OC-Ibe-12
II. Content
A. Subject Matter : Kinds of Oral Texts

C. Strategy : Small Group Discussion (SGD); Lecture

Publishing, Inc.
B. Other References : https://www.youtube.com/watch?v=OhPJTMCT75g
C. Materials : laptop, Power point presentation, rubric
60
IV. Procedure
Preliminaries:
-Prayer and greetings

-Roll Call
A. Activity
Students are grouped into 4. Every group portrays, by means of a skit,

situations that are common during family get-together events. These situations could
either be positive or negative. Groups have the option whether to present it as a role
play or a musical. Students are given ten minutes to prepare for their presentation.
B. Analysis
After the activity, the teacher processes students’ understanding through the
following guide questions:

2. How did you find your role?
3. Were you able to accomplish the task? If no, why?
4. What hindered you from accomplishing the task?
5. What were your guiding principles in accomplishing the task?
6. What benefit did you get from the activity?
7. What kinds of talks can be found in the presentations?
8. What could be the purposes of those talks?
C. Abstraction
Present the lesson using a power point presentation.

Kinds of Talk or Oral Texts and their Functions:
1. Small Talk – to effect social interaction
2. Light-Control Talk – to motivate people
3. Heavy-Control Talk – to control and regulate people
4. Search Talk – to provide information
5. Straight Talk – to facilitate emotional expression
D. Application
Group the students into five. Assign one kind of talk for each group. Let them
portray at least one situation showing the kind of talk. Rubric is presented below.
Criteria Rating
61
The situation is appropriate to the kind of talk 5 4 3 2 1
Comments:
I like your role play because….
However, the role play needs to improve on…
E. Assessment
(Application serves as Assessment)
F. Assignment
Ask students to group themselves into five. Tell them to look for at
least two short video clips of different situations. These videos will be used as
reinforcement activity to be given the following day.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
62
teachers?
______________________________________________________________________
I. Objectives


learners comprehend various kinds of
oral texts.
EN11/12OC-Ibe-12
II. Content
A. Subject Matter : Kinds of Oral Texts

C. Strategy : Small Group Discussion (SGD)

Publishing, Inc.
C. Materials : Rubric
63
Activity 1: Review
Individual Task
Let the students identify the kinds of talk used in the following
situations and identify its functions. Answers should be presented in tabular form.
1. The teacher informs the students of the results of their midterm

examination.
2. A student council member distributes hand-outs and explains to students
their events and activities for the whole semester.
3. The leader of a group of students shares her thoughts and aspirations with
her close friends.
4. On the first day of class, the adviser reminds the students about the
policies.
Activity 2
In this activity, the teacher will use the short video clips that students have
researched. Ask students to analyze the short clips by looking for the specific situation
in which the kinds of talk is evident.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
64
I. Objectives


C. Learning Competencies and Code: At the end of the lesson, 80% of the
learners identify strategies used by each
speaker to convey his/her ideas
effectively.
EN11/12OC-Ibe-13
II. Content
A. Subject Matter : Communicative Strategies

C. Strategy : Lecture, Small Group Discussion

Publishing, Inc. Pp. 84-86
D. Other References : https://www.youtube.com/watch?v=ReE7-X70iPU
:
https://www.pickthebrain.com/blog/7-strategies-to-become-a-
better-public-speaker/
:
65
http://www.englishmate.com/blog/how-to-prepare-and-
deliver-a-speech-effectively/
E. Materials : Laptop, PowerPoint Presentation, Rubric
IV Procedure:
Preliminaries:

A. Activity
The students will be asked to watch a video and to listen to the speech
entitled “Trust is a Must” by Ryan Avery of USA, 2012 Champion. (Link of the
video is provided in the references).
Ask the students to observe and evaluate how the speaker delivers his
speech.
Then the students will be asked to give their observation orally.
B. Analysis
After watching the video, the teacher will process students’ understanding
through the guide questions below:
1. What is the video about?

2. How does the speaker deliver his speech?
3. What are the strategies used by the speaker to convey his ideas effectively?
C. Abstraction
7 Strategies to Become a Better Public Speaker
It was Dale Carnegie who said, “You can conquer almost any fear if you
will only make up your mind to do so. For remember, fear doesn’t exist anywhere
except in the mind.” A common fear among many people is the fear of public
speaking. The idea of standing in front of an audience to persuade or present
often causes worry and anxiety, but it doesn’t have to. If you can remember Dale
Carnegie’s words about fear and follow the strategies below, you will overcome
your public speaking fear in no time.
1. Think out your ideas
66
In order to speak well in front of multiple people, you need to have your
entire presentation planned out. Just as you would create an outline for a research
paper, you should do the same for your presentation. You’ll need to support your
ideas, so think of examples that you can use as evidence. Try to structure your
thoughts in a way that makes sense, and create a sense of completeness with a
beginning, middle, and end.
2. Be Prepared
You will need to practice your speech significantly in order to feel
confident while speaking. Don’t wait until the last minute to prepare or you will
not feel ready to present. Instead of trying to memorize every word, only
memorize the key points of your outline and the examples you will be using for
support. You want to be engaged, not robotic-sounding. Your speech should flow
naturally, as if you were having a conversation with another person.
3. Start Confidently
The opening of your presentation will determine how the rest of the
speech goes, so speak with assertiveness and at a volume where everyone can
easily hear you. Try opening with a strong statement and bold language in
order to convey confidence. Remember that the audience has no prior opinions
or thoughts on what you are going to say, and you are the authoritative source
in this situation.
4. Make Eye Contact
Throughout your presentation, it is important to make eye contact with

individuals in the room. While you should not focus on one particular person
for two long, it is okay to hold someone’s gaze for a few seconds. If you look
at the floor or in a random direction, your audience will sense that you are not
as engaged as you could be. Making eye contact lets your listeners know that
you believe in what you are saying and that you are there to inform them about
something new.
5. Slow Down
A beginner’s mistake when it comes to public speaking is to rush

through the presentation. When you walk to the podium or front of the room,
take a deep breath, look at your audience, and even count to five before
starting to speak. It may feel like an eternity, but it will seem like a normal
amount of time to the people in the room. Remember to speak clearly and
annunciate your words. You should have a slight pause after commas and
67
between sentences, and an even bigger pause between paragraphs or major
points in your argument.
6. Be Human
Remember: it’s okay to be nervous. In fact, it’s normal. Don’t worry

about seeming nervous in front of others, since everybody in the room has had
to give a presentation at one point and understands how you feel. If you make
a mistake, that’s okay too. Just take a deep breath and pick up where you left
off. Keep in mind that everyone in the room is looking forward to hearing
what you have to say.
7. Use Appropriate Gestures

A well-placed gesture can add humor or aid greater understanding of
your speech. For optimal effectiveness, punctuate your speech with gestures
when appropriate. If you’re a very nervous public speaker, try just resting your
hands against the podium. It will make you feel steadier.
8. Walk When Required

If your speech is informal, walking from one side of the stage to the
other can help engage people sitting in different parts. It will draw your
audience in and enhance your confidence.
9. Use Props
If appropriate, bring props to punctuate your speech for your audience.
This can be anything useful such as a graph to handout to all attendees or even
a personal item to drive home your speech’s content. Props can personalize
your speech and add interest or humor. Limit yourself to one or two props
maximum per speech.
10. Keep your Audience in Mind

After looking into the central message and supporting points for your
speech, you can flesh out the rest by considering your audience. Knowing who
your audience are and what they are expecting from this encounter can help
you pick the right tone to optimal effect.
11. Be a Tactful Speaker

Some speakers choose to generalize complex topics in a speech
because they think it’s easier for the audience to understand. It’s actually
better to do the opposite. Listeners tend to connect better with concrete
examples and personal stories, so embrace detail in your speech. A personal
anecdote about why one shouldn’t give up is more effective than just saying
not to. Areas where your passion and knowledge overlap are generally the
richest. If appropriate to the context, don’t be afraid to tell a joke about the
68
topic. A little self-deprecating humor goes down well with the crowd, one can
always give it a shot.
12. Brevity Is the Soul of the Wit

Some of the most effective speeches of all times have been brief. “The
Gettysburg Address” was only 15 minutes, while “I Have a Dream” was for 17
minutes. Aim for brevity. A good formula is to speak for less time than you’ve
been asked to, as people tend to overestimate the attention span of their
audience.
*Refer also to the textbook Oral Communication in Context for Senior High
School page 84-86 for more tips on effective speech delivery.
D. Application
The students will be asked to make an endorsement of any item

available inside the classroom. It could be a ballpen, book, bag or anything.
Then they will deliver their endorsement using the strategies that were
discussed. Students’ performance will be assessed through the following
rubric.
CONTENT HIGH (3) MODERATE LOW (1) TOTA

(2) L
States the purpose. The purpose is The purpose is The purpose is
clear and apparent. not evident.
captures the
listener’s
attention.
Organizes the The content is The The content
content. organized organization of lacks
logically with the content is organization;
fluid transitions congruent; transitions are
to capture and transitions are abrupt and
hold the evident. distracting.
listener’s
attention
throughout the
entire
presentation.
Supports ideas. Important The speaker The majority of
details add to provides the ideas are
the interest and basic details unsupported by
depth of the necessary for additional
presentation; the listener to information or
details work to understand the explanation.
connect the premise of the
listener to the presentation.
speech.
Incorporates stories Relevant Stories and Stories and
and examples. examples or examples examples are
stories work to obviously relate missing or
interest the to the content of unrelated.
listener and the speech.
69
further develop
main ideas.
DELIVERY HIGH (3) MODERATE LOW (1) TOTAL

(2)
Demonstrates The choices of The speaker’s The presentation
awareness of language, word choices, is uninteresting.
listener’s needs. examples, and explanations, and
aids work enthusiasm are
together to appropriate for
heighten the the topic and for
listener’s each point;
interest and appropriate aids
connection to are incorporated.
the topic.
Speaks clearly The vocabulary The vocabulary The vocabulary is
with appropriate is descriptive provides clarity awkward or
vocabulary and and accurate, and avoids inappropriate for
information. engaging the confusion. the topic, making
listener through the speaker
imagery. difficult to
understand.
Uses tone, speed, The speaker The speaker Vocal fillers are
and volume as manipulates avoids distracting present
tools. tone, speed, and vocal fillers or throughout the
volume, using physical presentation.
these tools to mannerisms and Speed and
emphasize uses adequate volume are
important ideas speed and volume inappropriate for
and hold the throughout the the presentation.
listener’s presentation.
attention.
Demonstrates Variation of Sentence Sentence
complexity of sentence structure and structure and
thought and structure and word choice are word choice are
vocabulary. word choice varied to avoid monotonous and
works to keep monotony of tone uninteresting.
the listener and repetition of
interested and ideas.
provides
multiple
examples and
descriptions.
Appears Eye contact, Eye contact, Eye contact with
comfortable interaction with interaction with the audience is
with audience. aids, and aids, and physical lacking. Gestures
physical gestures are are missing or
gestures natural and fluid. awkward. The
demonstrate the speaker depends
speaker’s heavily on the
energy and written speech or
interest, guiding notes.
the listener
through the
presentation.
E. Assessment
70
(Application serves as an assessment)
F. Assignment
The class will be divided into five groups. Ask each group to plan for a
three-minute senior high school advertisement focusing on the use of effective
strategies for effective communication. (Presentation of the activity will be done
on the following day)
IV. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
V. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
71
I. Objectives


learners identify strategies used by each
speaker to convey his/her ideas
effectively.
EN11/12OC-Ibe-13
II. Content
A. Subject Matter : Communicative Strategies

C. Strategy : Small Group Activity

Publishing, Inc. Pp. 84-86
72
C. Materials : Laptop, Rubric
Activity 1
The class will be divided into five groups. Each group presents a three-
minute senior high school advertisement focusing on the use of effective strategies
for effective communication. Rubric is attached below as basis for assessment.
Rubric for Speech/Advertisement Evaluation
Category Scoring Criteria VGE GE SE LE N

(5) (4) (3) (2) (1)
Ideas are arranged logically.
Organization Appropriate organizational pattern is
observed.
Transitions are smooth.
Topic is relevant and well-developed.
Purpose is well-defined.
Main points are stated clearly.
Arguments are sound and supported
Content
with valid and credible sources.
Introduction captures listener’s
attention.
Speech is ended effectively with a
review of the main points.
Speech is not delivered in a monotone
voice; voice is modulated.
Fillers are avoided.
Volume is well-adjusted to audience
Verbal size.
Rate or speed of speaking is varied.
Audible and pleasant voice is used.
Pauses are effectively used.
Words are pronounced and enunciated
well.
Eye contact is established and
maintained.
Speaker is prepared and confident.
73
Distracting movements or mannerisms
are avoided.
Facial expressions are appropriate to the
Non-verbal message.
Gestures, posture, and facial expressions
are expressive, dynamic, and natural.
Attire is appropriate.
Mastery of the speech is evident
Total
Grand Total /115
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
Scoring: VGE – 93–115; GE – 70–92; SE – 47–69; LE – 24–46; N – 23
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
7. What innovation or localized materials did I use/discover which I wish to share with
other teachers?
______________________________________________________________________
74
I. Objectives


learners evaluate the effectiveness of an
oral communication activity.
EN11/12OC-Ibe-14
II. Content
A. Subject Matter : Effective Oral Communication Strategies

C. Strategy : Lecture; Small Group Discussion

Publishing, Inc.
IV. Procedure
75
Preliminaries:

-Review previous lesson through a game (game may vary)
A. Activity
The class will be divided into groups of four to five members. Each
will be asked to create a two-minute group presentation that reflects their
understanding of what “communication” is about.
Each group may present any of the following: skits, songs or other
entertaining performance. They are given 5 minutes to prepare.
B. Analysis
After the activity, the teachers will ask the following questions.
2. Which groups effectively communicated their message? Give
reasons why the presentation was effective.
3. What makes communication effective?
C. Abstraction
Emphasize that the success of communication greatly depends on the

communicators. Recall the lesson on the features of an effective communication
or the 7Cs (completeness, conciseness, consideration, concreteness, courtesy,
clearness and correctness and briefly discuss why these characteristics must be
present in our communication activities.
Remind students that communication is such a broad, multi-layered word
and to understand how to better our skills at communicating, it’s best to establish
that good communication is made up of many things including:
 active listening
 appropriate posture and body language
 friendly/appropriate tone
 eye contact
 speaking clearly and concisely
 demeanor of confidence and friendliness
 empathy and respect
 knowing which medium of communication to use for which
situation
D. Application
Individual Activity. Imagine that you are addressing a group of parents

and teachers in an assembly on understanding your generation known as the
“Millennial Generation.”
1. Prepare a two-minute speech that communicates your ideas about the topic.
76
2. Your speech should highlight who the millennial are and how they are
different from other generations.
3. Before the speech deliveries, find a partner.
4. Evaluate each other’s speech deliveries using the rubrics provided for you.
5. Write the strong and weak points of the presentation in a table. (A sample
will then be presented)
Criteria VGE GE SE LE
(5) (4) (3) (2)
1. The ideas in the presentation are organized.
2. The message is expressed clearly.
3. There are sufficient supporting ideas.
4. The choice of words is appropriate for the
audience.
5. Biases are avoided.
6. Speech is free from grammatical mistakes.
7. Ideas are communicated vividly and
meaningfully.
8. Nonverbal cues are appropriate.
Total
Grand Total /40
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
Scoring:
VGE – 33–40; GE – 25–32; SE – 17–24; LE – 9–16; N – 8
E. Assessment
(Application serves as assessment)
F. Assignment
Tell students to watch the news tonight, then write a reflection about what
feature or features of effective communication were applied by the news anchors
or field reporters.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
77
_____________________________________________________________________
____________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
78
I. Objectives


learners evaluate the effectiveness of an
oral communication activity.
EN11/12OC-Ibe-14
II. Content
A. Subject Matter : Effective Oral Communication Strategies

C. Strategy : Film Viewing

Publishing, Inc.
B. Other References : https://www.youtube.com/watch?v=m0a_EcZyQts
https://www.youtube.com/watch?v=vTRPITCIPv0
C. Materials : Laptop, Videos, Rubric
Activity 1
Below are the links of two different speeches.
79
https://www.youtube.com/watch?v=m0a_EcZyQts
https://www.youtube.com/watch?v=vTRPITCIPv0
Ask students to work in groups of five. Then, tell them to watch and listen to the
different speeches. The, let the students evaluate/analyze whether the speakers convey the
ideas effectively or not. Let the students use the attached rubric below as basis for their
evaluation.
Rubric for Speech Evaluation

(5) (4) (3) (2) (1)
observed.
Content
attention.
Verbal size.
well.
maintained.
are avoided.
Non-verbal message.
Total
Grand Total
80
/115
Legend:
Comments
The good points of the presentation are… The areas that need to be improved
V. are…
Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
81
I. Objectives
A. Content Standards: The learner recognizes that

communicative competence requires
understanding of speech context,
speech style, speech act and
communicative strategy.
B. Performance Standards: The learner demonstrates effective use of

communicative strategy in a variety of
speech situations.
.
C. Learning Competency and Code: At the end of 60 minutes, 85% of the

students are expected to identify the
various types of speech context.
EN11/12OC-Ifj-15
II. Content:
A. Subject Matter: Types of Speech Context

B. Integration: MAPEH: Arts (Creative presentation)
C. Strategies: Cooperative Learning, Lecture
III. Learning Resources:
A. References : Balgos, A. R. and Sipacio, P. J. (2016). Oral

Communication in Context for Senior High
School. C & E Publishing, Inc. Quezon City.
pp.31-34
C. Materials : LED TV, laptop
IV. Procedure

 Prayer
82
 Greeting
A. Activity:
Divide the class into 5. Let the students read the following scenes.
Scene 1: Someone making an announcement to the public

Scene 2: Two small groups of people discussing something separately
Scene 3: One person talking to himself
Scene 4: Two people speaking with each other on the phone
Scene 5: A reporter appearing live on screen
Then, each group will weave the scenes together into a story. They are free to
interchange the order of the scenes. Various props or materials found in the
classroom could be integrated into the performance. Act out the story and
present it to the class. Be creative in your presentation.
B. Analysis:

2. What have you observed in the scenes given?
3. Which scene is easy or hard to do? Why?
3. Are there any differences in how we communicate with one person and
with two or more people?
C. Abstraction:
The teacher will discuss the types of Speech Context and give examples. Have
students give personal examples for each type of context. You may also refer
to the scenes they performed in the warm up activity when discussing this
lesson.
Types of Speech Context

1. Intrapersonal – This refers to communication that centers on one person
where the speaker acts both as the sender and the receiver of message.
“The message is made up of your thoughts and feelings. The channel is
your brain, which processes what you are thinking and feeling. There is
feedback in the sense that as you talk to yourself, you discard certain ideas
and replace them with others.” (Hybels & Weaver, 2012, p 16)
Examples:
• You spent the night thinking and analyzing why a student from the
other class talked to you on the way home and you decided it probably
meant nothing.
83
• You felt happy while thinking about how your teacher appreciated
you for submitting your project before the due date and you reflected on
why this was so.
2. Interpersonal – This refers to communication between and among

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

Example:
• You offered feedback on the speech performance of your classmate.
• You provided comfort to a friend who was feeling down.
b. Small Group – This refers to communication that involves at least three but
not more than twelve people engaging in a face-to-face interaction to
achieve a desired goal. In this type of communication, all participants can
freely share ideas in a loose and open discussion.
Example:
 You are participating in an organizational meeting which aims to
address the concerns of your fellow students.
 You are having a discussion with your group mates on how to finish
the assigned tasks.
3. Public – This type refers to communication that requires you to deliver or

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

through television, radio, newspapers, magazines, books, billboards,
internet, and other types of media.
84
Example:
 You are a student journalist articulating your stand on current issues
through the school’s newspaper
D. Application:
Identify and discuss with your partner the differences among the types of
speech contexts using the table below.
Speech Context Description Example
E. Assessment:
The activity in the Application will also serve as an evaluation. The number of
correct answers will be counted and recorded.
F. Assignment:
Find any professional in your community, and conduct an interview on

his/her strategies in developing his/her interpersonal and intrapersonal skills in
the workplace. Have a video recording of your interview, after seeking the
permission of your interviewee.
Consider the following in your interview.
1. Planning
a. Determine the purpose of the interview.

b. State the major points clearly.
c. Choose the right person to be interviewed.
d. Consider the date, time, and place of the interview.
e. Outline the interview.
f. Prepare list of questions related to your interview.
2. Interview Stage
a. Bear in mind the purpose of the interview.

b. Relax and be polite, patient, and considerate.
85
c. Show courtesy and respect to your interviewee. Do not give your
opinions.
d. Thank your interviewee after the interview.
The videos will be assessed by your teacher using this rubric.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
86
I. Objectives


speech situations.
.

students are expected to identify the
various types of speech context.
EN11/12OC-Ifj-15
II. Content:

B. Integration: MAPEH: Musicality
C. Strategies: Cooperative Learning, Lecturette, Role play

School. C & E Publishing, Inc. Quezon City. pp.31-34
C. Materials : LED TV

 Prayer
 Greeting
87
Assessment:
With the same group in Activity 1, create a musical presentation portraying

the types of speech context. The group can also make use of the story they created
in Activity 1. Students’ performance is graded based on this rubric.
Musicality 20 points
Relevance to the topic 20 points
TOTAL 40 points
V. Remarks
____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
88
I. Objectives


speech situations.

students are expected to exhibit
appropriate verbal and nonverbal
behavior in a given speech context
EN11/12OC-Ifj-16
II. Content

C. Strategies: Cooperative Learning, Lecture, Role play

Communicatio in Context for Senior High School.
C & E Publishing, Inc. Quezon City. pp.35-38
IV. Procedure

 Prayer
 Greeting
89
A. Activity
Group the class into 5. Use facial expressions and body gestures to
create a tableau of the following:
a. first day of class
b. exams week
c. effects of Facebook addiction
d. class suspensions
e. weekends
B. Analysis

2. What problem did you encounter as you create the tableau?
3. How did you solve the problem?
4. Do facial expression and body gestures make the tableau more realistic?
C. Abstraction
Verbal Communication and Nonverbal Communication
Verbal Communication refers to an interaction in which words are used to

relay a message. For effective and successful verbal communication, use
words to express ideas which can be easily understood by the person you are
talking to.
Nonverbal communication refers to an interaction where behavior is used to

convey and represent meanings. All kinds of human responses that are not
expressed in words are classified as nonverbal communication. Examples of
nonverbal communication are stares, smiles, tone of voice, movements,
manners of walking, standing and sitting, appearance, style of attire, attitude
towards time and space, personality, gestures, and others.
Mastery of nonverbal communication is important for several reasons:

1. It enhances and emphasizes the message of your speech, thus making it
more meaningful, truthful, and relevant.
90
2. It can communicate feelings, attitudes, and perceptions without you saying a
word.
3. It can sustain the attention of listeners and keep them engaged in the speech.
4. It gives the audience a preview to the type of speaker you are.
5. It makes you appear more dynamic and animated in your delivery.
6. It serves as a channel to release tension and nervousness.
7. It helps make your speech more dramatic.
8. It can build a connection with listeners.
9. It makes you a credible speaker.
10. It helps you vary your speaking style and avoid a monotonous delivery.
D. Application:
Tell the students to find a partner and do the task. Let the students
familiarize the dialogue, then act out the whole dialogue using expressions,
gestures and posture. Give plenty of time for thought and rehearsal, remind
students to stand up to practice proper posture and whole body language.
A: Excuse me. Can you take a picture of me?

B: Yeah, sure.
A: Just press that button.
B: Er, which one?
A: The one on the top.
B: OK, right. Er.... can you move back a bit.
A: Is this OK?
B: Fine, now smile. That’s it. Very nice.
A: Thanks.
B: Not at all. You’ve got a lovely smile. Er... fancy a drink?
A: OK, but I’ve got no money on me.
B: That’s OK. I’ll pay.
E. Assessment:
The pair activity in the Application part is graded.
F. Assignment:
Let the students give their reaction about this quotation.
Non-verbal communication is as important or if not, more important

than verbal communication.
- Donna White
V. Remarks
____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
91
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
92
I. Objectives

B. Performance Standards: The learner demonstrates effective use

of communicative strategy in a variety
of speech situations.

students are expected to exhibit
appropriate verbal and nonverbal
behavior in a given speech context
EN11/12OC-Ifj-16
II. Content:

A. References : Balgos, A. R. & Sipacio, P. J. (2016). Oral

pp. 35-38

 Prayer
 Greeting
93
Group Activity
With the same group in the first activity, let the students prepare and
plan for a small group discussion.
Use the following as your guide.

1. Imagine that you are officers of a school organization conducting a
meeting to address a specific concern. Below are some of the suggested
topics which you can discuss.
 Policy on wearing school uniform
 Education system Internship opportunities for students
 Tuition fee increase Smoking and drinking within the
premises of the school
 Teacher-student relationship
2. As a group, discuss the positive and negative effects of the particular issue
in 15 minutes.
3. Each member should be given a chance to state his/her stand.
4. Present the results of your discussion as a group.
5. Divide among yourselves the parts of your presentation.
6. Exhibit appropriate verbal and nonverbal behavior and arrange your
content logically. You have 15 minutes to do your oral presentation.
7. Refer to the rubric below as your guide.
94
V. Remarks
____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
95
I. Objectives
A. Content Standards : The learner recognizes that

B. Performance Standards : The learner demonstrates effective use

speech situations.
. .
C. Learning Competency and Code: At the end of 60minutes, 85% of
the students are expected to distinguish
types of speech style.
EN11/12OC-Ifj-17
II. Content:
A. Subject Matter :Types of Speech Style

B. Integration :MAPEH: Arts (Creative presentation)
C. Strategies : Cooperative Learning, Lecture, Differentiated Instruction

School. C & E Publishing, Inc. Quezon City. pp.35-37
C. Materials : LED TV
IV. Procedure
96
 Prayer
 Greeting
A. Activity:
To introduce the concept of speech styles, the teacher will ask these questions:
 How would you ask each of the following people to wait for
you/give you a moment?
 Classmates (trend in the answers must generally follow a casual
speech style)
 Close family members or boyfriends/girlfriends
(trend in answers must generally follow the intimate speech style)
 Cashier at a store
(trend in answers must generally follow the consultative speech
style)
Use the answers to point out that although students were basically
sending the same message to each of the given people, they phrased
differently depending on who they were talking to.
Group the class into 6. Let the students create a short role play
portraying the scenes presented above.
B. Analysis:

2. What did you do during the activity?
4. What hindered you in accomplishing the task?
C. Abstraction:
The teacher will discuss the types of Speech Styles and give examples.
Types of Speech Style
The context dictates and affects the way people communicate, which
results in various speech styles. According to Joos (1968), there are five
speech styles. These are (1) intimate, (2) casual, (3) consultative, (4) formal,
and (5) frozen.
97
Each style dictates what appropriate language or vocabulary should be
used or observed.
1. Intimate – This style is private, which occurs between or among close

family members or individuals.
The language used in this style may not be shared in public.
2. Casual – This style is common among peers and friends.

Jargon, slang, or the vernacular language are used.
3. Consultative – This style is the standard one. Professional or mutually

acceptable language is a must in this style.
Examples of situations are communication between teachers
and students, employers and employees, doctor and patient,
judge and lawyer, or President and his/her constituents.
4. Formal – This style is used in formal settings. Unlike the consultative style,
this is one-way.
Examples are sermons by priests and ministers, State of the
Nation Address of the President, formal speeches, or
pronouncements by judges.
4. Frozen – This style is “frozen” in time and remains unchanged. It mostly

occurs in ceremonies.
Common examples are the Preamble to the Constitution, Lord’s
Prayer, and Allegiance to country or flag.
.
D. Application:
Identify the type of speech style appropriate for the following situations.
Write your answer before the number. This is done individually.
______1. talking to a counselor or psychiatrist

______2. giving last-minute instructions to players
______3. delivering campaign speeches
______4. delivering a speech at the UN Summit
______5. delivering news reports
______6. talking and laughing about memorable experiences
______7. communicating while playing sports
______8. having a one-on-one conversation with a loved one
______9. delivering an oratorical speech
______10. leading a prayer before meal
______11. reading school policies
______12. talking to a superior
______13. reading pledge of allegiance to the flag
______14. talking to a stranger
______15. inquiring at a hotel
98
E. Assessment:
Distinguish the types of speech style using the table below:
Type Description Example

1. 1.
2.
3.
2. 1.
2.
3.
3. 1.
2.
3.
4. 1.
2.
3.
F. Assignment:
Go to your own locality and take pictures of the different social

situations in which each speech style is appropriate to use. Present them in the
class.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives


speech situations.
. .
C. Learning Competency and Code: At the end of 60minutes, 85% of
the students are expected to identify
social situations in which each speech
is appropriate to use.
EN11/12OC-Ifj-18
II. Content:
A. Subject Matter :Types of Speech Style

B. Integration :MAPEH: Arts (Creative presentation)
C. Strategies :Cooperative Learning, Lecture, Differentiated Instruction

pp.35-37
C. Materials : LED TV, laptoph
100
 Prayer
 Greeting
Instruction: Group yourselves into five. Each group will be given a piece
of paper containing the different speech styles. After which, the group will
have to do brainstorming to identify a social situation that is very evident in
their locale in which the said speech style is appropriate to use then present the
output in a creative way as assigned to each group.
Group 1 Intimate (Verse Choir)

Group 2 Casual (Jazz Chants)
Group 3 Consultative (News casting)
Group 4 Formal (Role Play)
Group 5 Frozen (Reader’s Theatre)
Group activity is graded (Rubric is presented below)
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V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
102
I. Objectives
A. Content Standards: The learner recognizes that communicative

competence requires understanding of
speech context, speech style, speech act and
B. Performance Standard: The learner demonstrates effective use of
speech
C. Learning Competency and code: At the end of the lesson, 80% of the
learners should be able to observe the
appropriate language forms using a
particular speech style.
EN11/12OC-Ifj-19
II. Content:
A. Subject Matter : Speech Styles
B. Integration : ESP & MAPEH – Creative Arts
C. Strategies : Collaborative learning, Lecture

A. Reference : Balgos, A. R. & Sipacio, P. J. (2016). Oral
Communication in Context for Senior High School,
pp. 35-36
B. Other References : https://www.youtube.com/watch?v=V8vReAUspSk
C. Materials : Laptop, LED TV
IV. Procedure
 Prayer
 Greeting
A. Activity
Group students into five and have each group role-play one of the following
scenario:
Note: Each group is reminded to observe on the different language forms that
each presenter will show.
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1. A newly elected officers take their oath of office (frozen)
2. A Couple having a sweet conversation after a short misunderstanding
(intimate)
3. A Student explaining to his teacher the reasons behind his tardiness
(consultative)
4. A group of friends talking about their crushes in the campus (casual)
5. A speaker delivering his inspirational message to the graduating students
(formal)
B. Analysis:
After the presentation, ask the students the following:
2. What was your observation on the language form that each group used in
their presentation? Did they differ? How?
3. What do you think is the reason behind the differences? Is it because of the
person they are communicating with?
4. Can you distinguish the degree of formality in their communication? Who
among the group are the most formal/ less formal? Why?
C. Abstraction:
Discuss the following:
FIVE TYPES OF SPEECH STYLE
1. FROZEN STYLE
Used generally in very formal setting.
-Most formal communicative style for respectful situation
-Does not require any feedback from the audience
-Usually uses long sentences with good grammar and vocabulary
-The use of language is fixed and relatively static
Examples: national pledge, anthem, school creeds, marriage ceremonies,

speech for a state ceremony
2. FORMAL STYLE
-Used in speaking to medium to large groups may also be used in single

hearers- strangers, older persons, professional speaker must frame whole
sentences ahead before they are delivered avoids using slang
terminologies language is comparatively rigid and has a set, agreed upon
vocabulary that is well documented; is often of a standard variety.
Examples: meetings, speeches, school lessons, court, a corporate meeting,

at a swearing in ceremony, in an interview or in a classroom
3. CONSULTATIVE STYLE
- Used in semi-formal communication

- Happens in two-way participation
- Most operational among other styles
- Speaker does not usually plan what he wants to say
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- Sentences end to be shorter and spontaneous
Examples: regular conversation at schools, companies, group discussion,

teacher-student, doctor-patient, expert-apprentice
4. CASUAL STYLE
- Language used between friends
- Often very relaxed and focused on just getting the information out
- Slangs are quite often used in these instances
- This style is used in informal situations and language
- Relationship between speaker and hearer is closed.
Examples: Casual conversations with friends, family members, chats,

phone calls and messages
5. INTIMATE STYLE
- Completely private language used within family of very close friends or
group
- Uses personal language codes
- Grammar is unnecessary
- Does not need complete language
- Certain terms of endearment, slangs or expressions whose meaning is
shared with a small subset of persons to person
- Knowing this things can help one prevent misunderstandings and
arguments from happening because if we don’t watch what we say, we
would look disrespectful in front of others.
D. Application:
With the same group, students will be assigned to a specific speech style and they
will be asked to create a presentation where appropriate language forms will be
used.
The following assignment are:
Group 1- frozen
Group 2- formal
Group 3- Casual
Group 4-Intimate
Group 5 –Consultative
-After the presentation, the teacher will randomly call a students to give feedback
on the observed speech styles with appropriate language form used by the
presenter.
E. Assessment:
Application will serves as an Assessment
Rubric below will be used to assess their presentation:
Criteria 5 4 3 2 1
Speech styles was clear with appropriate language form
was observed in the presentation.
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Role was played in a convincing and creative way
Role-play was well prepared and organized.
Role-play captured and maintained audience interest.
TOTAL
F. Assignment
The students will be asked to watch their favorite movie and let them list
down the different language form observed in the movie and let them classify it
according to the types of speech style.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
106
I. Objectives

competence requires understanding of speech
context, speech style, speech act and
communicative strategy in a variety of speech
C. Learning Competency and code: At the end of the lesson, 85% of learners should
be able to observe the appropriate language
forms using a particular speech style.
EN11/12OC-Ifj-19
II. Content:
A. Subject Matter: Speech Styles

B. Integration: ESP
C. Strategies: Film Viewing
B. References : Balgos, A. R. & Sipacio, P. J. (2016). Oral

Communication in Context for Senior High School. Pp.35-36
B. Other References : https://www.youtube.com/watch?v=fRoydM5H-Ms
: https://www.youtube.com/watch?v=Js_5rm62ia4
: https://www.youtube.com/watch?v=X43WyESnVJQ
: https://www.youtube.com/watch?v=fW-A2e3KWsM
C. Materials : DLP, Speaker, Laptop
IV. Reinforcement
A. Activity
Have the students watch four different videos that manifest the different
speech style and let them list down the different language form observed in the video
and let them classify it according to the types of speech style. Instruct the students to
make use of the table below in accomplishing the task.
1. https://www.youtube.com/watch?v=fRoydM5H-Ms
2. https://www.youtube.com/watch?v=Js_5rm62ia4
3. https://www.youtube.com/watch?v=X43WyESnVJQ
4. https://www.youtube.com/watch?v=fW-A2e3KWsM
Frozen Casual Intimate Consultative Formal
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V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
108
I. Objectives

competence requires
C. Learning Competency and code: At the end of the lesson, 80% of the learner respond
appropriately and effectively to a speech act.
EN11/12OC-Ifj-20
II. Content:
A. Subject Matter : Speech Acts

B. Integration : ESP (Sensitivity/Obedience)
C. Strategies : Game Based Instruction, Lecture
III.Learning Resources
A. References: : Balgos, A. R. & Sipacio, P. J. (2016). Oral

pp. 43-45
B. Other References: : https://www.google.com/search?q=speech+act+ppt&oq=spe
ech+act+ppt&aqs=chrome..69i57j0l5.3689j0j7&sourceid=c
hrome&ie=UTF-8
: https://www.slideshare.net/EjeSeastres/oral-comm-types-of-
speech-act
C. Materials: : Laptop, DLP
III. Procedure:
 Prayer
 Greeting
A. Activity :
Activity 1: Paint me a picture!
The learners will be grouped into four. They will be tasked to paint a picture that
would best show the situation given to them.
The following situations are:
1. Giving birth
2. Wedding ceremony
3. Classroom setting while the teacher is not around
4. Graduation ceremony
109
B. Analysis:
TRY TO CONNECT
The teacher makes use of the following questions below as guide in clarifying key
understanding about the topic and to elicit their feelings about the activity:
1.How did you find the activity?

2.What enabled you to accomplish the task?
3.Are the situations clear to you?
4.How can you assure that your group has painted the appropriate picture of the
situation given?
C. Abstraction:
The teacher will discuss the topic through Power Point presentation. While the
discussion is going on. Every group will compete in answering through filling out
the blank of the different speech acts to ensure learners’ participation in the
discussion. The teacher will also encourage the learners to give their own
examples.
Speech acts –was proposed by John Langshaw Austin in 1962. Accordingly,

speech acts are the speaker’s utterances which convey meaning and make
listeners do specific things. Example “I am hungry” expresses hunger or request
for something to eat. There are three types of speech act: the first type is…
1. L_C_T_ _N_A _ Y (LOCUTIONARY) Speech act -occurs when the

speaker performs an utterance which has a meaning in traditional sense.
This utterance has the same meaning to both the speaker and listener and it
is considered to be the natural unit of speech. It is also considered as the
actual act of uttering. Example: please wash the clothes
2. _ _L_C_T_ _N_A _ Y (ILLOCUTIONARY) Speech act is considered to

be the speakers’ intention/ desire). In this type, it is not just saying
something itself, but the act of saying with the intention of: stating an
opinion, denying or confirming. This refers to the real actions which are
performed by the utterance.
It includes making prediction, promise, a request, issuing an order or
decision, giving advice or permission.
Examples:
Please wash the clothes.
By uttering the locution, the speaker requests the addressee to wash the
clothes
I’ll do my homework later (promise)
Go do your homework! (order)
There’s too much homework in my mathematics subject (opinion)
3. P _ _ L_C_T_ _N_A _ Y (PERLOCUTIONARY) speech act refers to the

listeners’ response upon hearing the speakers’ utterances.
Example:
Please wash the clothes.
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The utterance would lead to the addressee washing the clothes.
This theory was further classified by John Searle. He states that the taxonomy
used by Austin is defective, especially in its lack of comprehensive criteria for
distinguishing one kind of illocutionary force from one another.
Searle divides illocutionary acts into five types:
a. D_R_CT_ _ E- (Directive)- this type refers to the conversation between

first and second person where the speaker tries to make the listener do
something, with this words: ask, order, command, request, beg, plead, pray,
entreat, invite, permit, advise, demand, etc.
Example:
Erase the writings on the board.
Leave the classroom immediately!
b. Co_ _i__ive (Commissive )- in this type of act, the speakers commits to

the future course of action with verbs such as : guarantee, promise, swear,
refuse, threatening.
Example:
I will love you forever
I swear to tell all truth
c. Re_re_en_ _ti_ _ (representative)- in this type of act the speakers asserts a

proposition to be factual/ true, uses verbs such as: affirm, believe, conclude,
deny, report and state etc.
Example :
The earth is round.
I believe death penalty will deter criminal case in the Philippines.
d. De_ _a_a_i_e (Declarative)-in this type of act the speakers alters the
external status or condition of an object, situation or context solely by
making the utterance.
Example:
You are fired!
We find the defendant guilty.
e. E_p_e_ _i_e (Expressive)-in this type of act the speakers express an

attitude to or about a state of affairs using such verbs as: thanks, congratulate,
apologize,,, praise and etc.
Example:
Congratulations my dear!
I am very sorry for being late.
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D. Application:
Have the students provide the appropriate response to the different speech acts
given. Instruct them to refer in the context and let them pretend to be in the
situation.
Statements Context Response

Example : Love, it’s very cold Lovers walking around The boy offer his
in here the plaza jacket to her girlfriend
1. It’s hot in here Argumentation between
two lovers
2. I don’t have a fork Lovers eating in the
restaurant
3. Do not read Place above the
announcements
4. The bar will be close in At the bar
five minutes
5. “Our classroom is very dirty In the classroom
and disorganized”.
6. Watch out, slippery floor! Posted in the hallway
7.keep an eye of your restaurant
belongings
8. Do you have a load? Someone is trying to
contact her mother
9. Can you open the door? Costumer & waiter
conversation
10. Are you free? Someone is very busy
E. Assessment
The application will serve as an assessment. Every correct response will be

given 2 points.
F. Assignment:
Collect at least 10 posts of your friend in your Facebook account and identify
its illocutionary act based on Searle’s classification.
IV. Remarks
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
112
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
113
I. Objectives

competence requires understanding of
speech context, speech style, speech act and
communicative strategy
speech
C. Learning Competency and code: At the end of the lesson, 80% of the learner
respond appropriately and effectively to a
speech act.
EN11/12OC-Ifj-20
Quarter I Week: 8 Day 33

: :
II. Content
A. Subject Matter : Speech Acts

B. Integration : MAPeH (Creativity)
C. Strategies : Collaborative
A. References: : Balgos, A. R. & Sipacio, P. J. (2016). Oral

Communication in Context for Senior High School, pp.43-45
B. Other References: : https://www.google.com/search?q=speech+act+ppt&oq=spe
ech+act+ppt&aqs=chrome..69i57j0l5.3689j0j7&sourceid=ch
rome&ie=UTF-8
: https://www.slideshare.net/EjeSeastres/oral-comm-types-of-
speech-act
C. Materials: : DLP, Copy of the rubric
IV. Reinforcement
 Prayer
 Greeting
A. Activity
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Group Activity. Group yourselves into five. Within 15 minutes, prepare a three- to
four-minute creative skit which shows at least five examples of Searle’s speech
act classification and the appropriate responses of it. After every presentation, the
teacher will randomly call a student to give his/ her feedback regarding the
presentation.
Rubric will be used to rate the students’ performance

Criteria VGE GE SE LE N
(5) (4) (3) (2) (1)
Presentation is
organized
Message is
expressed clearly.
Speech acts is very
evident in the
presentation
Characters respond
appropriately to the
different speech acts
Choice of words is
appropriate for the
audience
Ideas are
communicated
vividly and
meaningfully.
Nonverbal cues are
appropriate.
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
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection
115
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
I. Objectives
116

speech situations.
C. Learning Competency and Code: At the end of 60 minutes, 85% of the learners
are expected to engage in a communicative
situation using acceptable, polite and
meaningful communicative strategies.
EN11/12OC-IIab-21
.
Quarter: II Week: 1 Day: 2
II. Content
A. Subject Matter: Types of Communicative Strategy


Communication in Context for Senior High School. C
& E Publishing, Inc. Quezon City.pp. 48-52
B. Other References : https://www.youtube.com/watch?v=fYk3KQg3lck
https://www.youtube.com/watch?v=NbO6LPZ9N8Q
IV. Procedure

 Prayer
 Greeting
A. Activity:
For the entire lesson, you will go on an imaginary field trip.

Below is the link to “Tara Na Biyahe Tayo,” an MTV performed by various
Filipino artists with the common goal of encouraging Pinoys to visit and
117
explore the wonderful places in the Philippines. While watching the video
clip, think about what for you is a must-see in the country.
“Tara Na, Byahe Tayo” https://www.youtube.com/watch?v=NbO6LPZ9N8Q
After watching the video, group yourselves into five members each. Decide on
the “Most Exciting Tourist Spot” in the country. Assign a speaker who will
share your decision and reasons for this with the class. You have 10 minutes.
Facilitate the decision-making of the class by asking which of the mentioned

places they liked most. Have students vote through a show of hands.
This activity enables students to communicate with each other and collaborate
to arrive at a decision. Through this decision-making process, various
communicative strategies are used by the students to come to a conclusion.
B. Analysis
 What are some of the difficulties you encountered in talking to each

other, if any?
 How did you work around these difficulties?
 Randomly call students to share their answers. Acknowledge and

affirm their answers as necessary.
C. Abstraction
Types of Communicative Strategy
Since engaging in conversation is also bound by implicit rules, Cohen (1990)
states that strategies must be used to start and maintain a conversation.
Knowing and applying grammar appropriately is one of the most basic
strategies to maintain a conversation. The following are some strategies that
people use when communicating.
1. Nomination
A speaker carries out nomination to collaboratively and productively
establish a topic. Basically, when you employ this strategy, you try to
open a topic with the people you are talking to.
When beginning a topic in a conversation, especially if it does not arise from a
previous topic, you may start off with news inquiries and news announcements
as they promise extended talk. Most importantly, keep the conversational
environment open for opinions until the prior topic shuts down easily and
initiates a smooth end. This could efficiently signal the beginning of a new
topic in the conversation.
2. Restriction
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Restriction in communication refers to any limitation you may have as
a speaker. When communicating in the classroom, in a meeting, or while
hanging out with your friends, you are typically given specific instructions that
you must follow. These instructions confine you as a speaker and limit what
you can say.
For example, in your class, you might be asked by your teacher to brainstorm
on peer pressure or deliver a speech on digital natives. In these cases, you
cannot decide to talk about something else. On the other hand, conversing with
your friends during ordinary days can be far more casual than these examples.
Just the same, remember to always be on point and avoid sideswiping from the
topic during the conversation to avoid communication breakdown.
3. Turn-taking
Sometimes people are given unequal opportunities to talk because
others take much time during the conversation. Turn-taking pertains to the
process by which people decide who takes the conversational floor. There is a
code of behavior behind establishing and sustaining a productive conversation,
but the primary idea is to give all communicators a chance to speak.
Remember to keep your words relevant and reasonably short enough to
express your views or feelings. Try to be polite even if you are trying to take
the floor from another speaker. Do not hog the conversation and talk
incessantly without letting the other party air out their own ideas. To
acknowledge others, you may employ visual signals like a nod, a look, or a
step back, and you could accompany these signals with spoken cues such as
“What do you think?” or “You wanted to say something?”
4. Topic Control
Topic control covers how procedural formality or informality affects
the development of topic in conversations. For example, in meetings, you may
only have a turn to speak after the chairperson directs you to do so. Contrast
this with a casual conversation with friends over lunch or coffee where you
may take the conversational floor anytime.
Remember that regardless of the formality of the context, topic control
is achieved cooperatively. This only means that when a topic is initiated, it
should be collectively developed by avoiding unnecessary interruptions and
topic shifts. You can make yourself actively involved in the conversation
without overly dominating it by using minimal responses like “Yes,” “Okay,”
“Go on”; asking tag questions to clarify information briefly like “You are
excited, aren’t you?”, “It was unexpected, wasn’t it?”; and even by laughing!
5. Topic Shifting
Topic shifting, as the name suggests, involves moving from one topic
to another. In other words, it is where one part of a conversation ends and
where another begins.
When shifting from one topic to another, you have to be very intuitive.
Make sure that the previous topic was nurtured enough to generate adequate
views. You may also use effective conversational transitions to indicate a shift
like “By the way,” “In addition to what you said,” “Which reminds me of,”
and the like.
119
6. Repair
Repair refers to how speakers address the problems in speaking,
listening, and comprehending that they may encounter in a conversation. For
example, if everybody in the conversation seems to talk at the same time, give
way and appreciate other’s initiative to set the conversation back to its topic.
Repair is the self-righting mechanism in any social interaction
(Schegloff et al, 1977). If there is a problem in understanding the
conversation, speakers will always try to address and correct it. Although this
is the case, always seek to initiate the repair.
7. Termination
Termination refers to the conversation participants’ close-initiating
expressions that end a topic in a conversation. Most of the time, the topic
initiator takes responsibility to signal the end of the discussion as well.
Although not all topics may have clear ends, try to signal the end of the
topic through concluding cues. You can do this by sharing what you learned
from the conversation. Aside from this, soliciting agreement from the other
participants usually completes the discussion of the topic meaningfully.
D. Application:
Identify the type of communicative strategy in each statement.
1. “Do you have anything to say?”

2. “One of the essential lessons I gained from the discussion is the importance
of sports and wellness to a healthy lifestyle.”
3. “Excuse me? I think we should speak one at a time, so we can clearly
understand what we want to say about the issue.”
4. “Go on with your ideas. I’ll let you finish first before I say something.”
5. “Have you heard the news about the latest achievement of our
government?”
6. “Hey, how are you? I missed you!”
7. “Best regards to your parents! See you around!”
8. “Good to see you. Anyway, I came to visit you because I want to personally
offer apologies for what I did yesterday.”
9. “Sorry, I can’t decide on that now. I am still focused on my writing
assignment. Let’s talk next time, okay?”
10. “Now, it’s your turn to ask questions.”.
E. Assessment:
Now that the class has picked the “Most Exciting Tourist Spot in the
Philippines” (done in Activity 1), the class will pretend to plan a trip and go there!
120
In your group (same with Activity 1), pretend that you are members of the Class
Field Trip Committee.
Your teacher will assign you to role play three of the prompts below. You have 30
minutes to prepare and 15 minutes to present. Make sure to assign people to play the
other characters mentioned in each scene. Make sure that you engage in
communicative situation using acceptable, polite and meaningful communicative
strategies.
Scene 1: While eating in the canteen, you go over the brochures of the tourist spot for
the field trip. You talk about various information about the location.
Scene 2: You decide on the final itinerary of the field trip and discuss the details such
as transportation, accommodation, meals, and itinerary.
Scene 3: You are tasked to present the final itinerary to the students’ parents during
the quarterly parents’ meeting.
Scene 4: Upon arrival at your destination, you talk to the hotel concierge about your
reservations. You inquire about breakfast schedules, hotel keys, extra
beddings, and room service.
Scene 5: You ask a police officer and a street vendor (on two different instances) for
directions to the beach because the class is lost somewhere in town.
Scene 6: The class needs to eat in the nearest fast-food restaurant. After taking all
the orders from your classmates, you go to the counter to place the orders.
However, some of the orders are not available so you ask for alternate
combos
from the fast- food crew, and you make decisions for the rest of the class.
Scene 7: You have a free half day before your trip back home, so you decide on what
to do as members of the field trip committee. Your ideas and suggestions
clash, but ultimately everything is cleared out and you present the final plan
to your classmates.
Rubric that follows will be used:
121
F. Assignment
.
Make a reflection on the lesson that we have today. Follow the CERA (Content,
Experience, Reflection and Application) format. Write it on a whole sheet of paper.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
122
I. Objectives:


speech situations.

learners are expected to explain that a
shift in speech context, speech style,
speech act and communicative strategy
affects the language form and duration
of interaction.
EN11/12OC-IIab-22.1-22.2
II. Content
A. Subject Matter : Types of Communicative Strategy

B. Integration : MAPEH (Arts-Creativity)
C. Strategies: : Cooperative Learning, Lecture
A. References : Balgos, A. R. and Sipacio, P. J. (2016). Oral Communication

in Context for Senior High School. C & E Publishing, Inc.
Quezon City. pp.53-58
B. Other References : https://www.youtube.com/watch?v=9tSJcvhBpBA
IV. Procedure

 Prayer
 Greeting
A. Activity
The teacher will show a video clip, a speech of Mayor Oscar Moreno
Refer to this link: https://www.youtube.com/watch?v=9tSJcvhBpBA
123
Let the students identify the speech context, speech style, speech act and
communicative strategy found in the video.
B. Analysis
1. What type of speech context is used in the conversation? Why do

you say so?
2. What speech style is evident in the conversation? Can you tell
why?
3. Which type of speech act is used in the conversation? Why is it?
4. Can you identify the communicative strategy in the conversation?
5. What do you think will happen if there is a shift or change in any
of these communicative strategies in various speech situation?
C. Abstraction
Language forms deal with the internal grammatical structure of words

and phrases as well as the word itself. When one compares boy and boys, for
example, or man and men, He or she is considering the relationship between
different language forms or structures.
Language forms also includes cross-cultural academic vocabulary –

words or phrases frequently used across different content areas. Cross-
curricular academic vocabulary words typically describe or are related to
academic processes and may include:
 Verbs (e.g. hypnotize, analyze)

 Complex prepositions (e.g. in contrast to, as well as,) and
 Nouns (e.g. comparison, conclusion, analysis)
The Forms of Language include the types of sentences used (declarative,

interrogatory, imperative, exclamatory) and the method of sharing the
information (e.g., conversation, letter, briefing, speech).
Duration of interaction refers to the length of time of conversation or

exchange of words between people.
The teacher will now stress out that language form will be affected if there
is a shift or a change in any of these communicative competence strategies in
various speech situations.
D. Application:
124
Students will work in group of 4. Each group will explain in a creative way
that communicative competence requires understanding of speech context,
speech style, speech act and communicative strategy.
Group 1 Speech context Readers Theater

Group 2 Speech Style Poem Writing and Reciting
Group 3 Speech Act Jazz Chant
Group 4 Communicative Broadcasting/Reporting
Strategy
E. Evaluation:
Explain that a shift in speech context, speech style, speech act and communicative
strategy affects language form and duration of interaction by writing a two-
paragraph composition. Write on a whole sheet of paper. Rubric is presented
below.
F. Assignment:
.
Answer the question honestly. If you are to listen a speech, who would you
like to be the speaker and what topic of speech would you like him/her to share? Why? Write
in ½ crosswise sheet of paper.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
125
I. Objectives


speech situations.
C. Learning Competency and Code: At the end of 60 minutes, 85 % of the students

are expected to explain that a shift in speech
communicative strategy affects relationship of
speaker, and the role and responsibilities of the
speaker.
EN11/12OC-IIab-22.3-22.4
II- Content:

(Relationship of the Speaker,
Role and responsibilities of the speaker)
B. Integration: ESP (Empathy and compassion)
III- Learning Resources

pp.53-58
B. Other References : https://www.best-speech-topics.com/example-of-a-
persuasive- speech.html
https://www.youtube.com/watch?v=zSmq4Wsz28w
IV- Procedure
126
 Prayer
 Greeting
A. Activity:
Group the students into 4. Each group will be given a text to read and
interpret. Each group will be given 2 minutes to read and 5 minutes to
interpret and prepare for a 3-minute group presentation. The speech piece is
found below.
https://www.best-speech-topics.com/example-of-a-persuasive-speech.html
Whatever happened to as long as it's healthy?

From today's home kits to the tedious fertility planning
calendars of yesteryear, couples have tried for centuries to choose the
genders of their children. Most couples, it seems, would pick the sex of
their children if they had the option.
In countries like China, couples feel more pressure because of
birth limits. One recent study has shown that more than forty percent
of couples worldwide would choose the sex of their child if possible. Is
the ability to select a child's gender a good thing, though?
The thing most proponents of gender selection procedures
don't want you to know is that the gender selection process is still in
the beginning stages of development, so scientists don't get it right
100% of the time. As a result, couples can spend thousands of dollars
trying to create a baby of their choice, only to be disappointed. These
sunk costs can result of the termination of such pregnancies.
Terminating a child's life because you wanted a different gender - is
that acceptable?
Not only is gender selection dangerous, but it can create sex
distortion ratios, particularly in countries where one sex is the
preferred member of society.
If we continue to allow gender selection, serious, dangerous
problems could occur in our society. Gender selection is a powerful
tool that science does not yet fully understand how to use. If we do not
draw the line between wants and needs early, there will be no stopping
wealthy parents in the future who want to choose all of the
characteristics of their babies, which will undoubtedly create
problems in the human race and promote intolerance towards others.
B. Analysis:
127
1. What is the speech about?

2. How did you interpret the piece?
3. What did you learn from the activity?
4. What is the significance of role play and group reading in the
activity?
5. How did the speech writer establish relationship with the
audience?
C. Abstraction:
People communicate every day to establish and maintain relationships,

know and understand themselves, and find meaning in the daily grind.
Moreover, since humans are social beings who survive more effectively
through sensible discourses, they are always driven to learn the skills of and
sustaining meaningful conversations. Successful communication requires
understanding of the relationship between words and sentences and the speech
acts they represent. However, a conversation may be complex at times; that is
why some people get lost along the way and misunderstand each other. It is
only when we willingly cooperate and speak in socially approved ways that
we can make the conversation meaningful.
Communication rarely works when two or more people are speaking at

the same time. Many different types of relationships, including romantic
relationships, work relationships and friendships, don’t work because people
are not able to communicate effectively. For people to be able to converse
properly, they have to take on the role of speaker or listener, depending on the
situation. To have a fulfilling and equal relationship, individuals need to feel
others are listening to their problems and successes, and they need to be able
to do the same for others.
A sudden change in communicative strategy may negatively affect the quality

of interaction, which includes the performance and organization of ideas of the
speaker, the audience, and the message of the topic or discussion.
D. Application:
With the same group in the first Activity, students are going to share
experiences about shifting in speech context, speech style, speech act and
communicative strategy and how they felt and overcome such situations. The
output will be written on a manila paper and a group representative will
present and explain their output.
E. Assessment:
128
Individual Task: Give three communicative situations where a shift in
speech context, speech style, speech act and communicative strategy affect
the relationship of speaker and the role of the speaker. Explain thoroughly.
Write the answer on a whole sheet of paper. (Refer to Appendix A for the
Rubric)
F. Assignment:
Watch a video and be ready for the discussion next meeting. Refer to
this link: https://www.youtube.com/watch?v=zSmq4Wsz28w
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection:

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
Appendix A
129
ASSIGNED ESSAY RUBRIC
Category 3 2 1 0
A. Appropriate Written Written response Response to Response lacks any
to the specific response somewhat writing prompt is comprehension of
task addresses the addresses the unclear or vague. the essay question
(content) specific task specific task but or appears to
clearly and not entirely. address a different
directly. essay question.
No essay response
provided.
B. Quality and Response Response indicates Response lacks Response is
Clarity of indicates depth simplistic or focus or unfocused, illogical
Thought and complexity repetitive thoughts demonstrates or incoherent.
(content) of thought in in answering the confused or No essay response
answering the essay question. conflicting provided.
essay question. thinking.
C. Organization Response is Response is Response is fairly Response is
& Development well organized organized and organized and disorganized and
of Ideas and developed developed with developed, underdeveloped,
(writing) with general supporting presenting providing little or
appropriate ideas provided generalizations no relevant
support to (reasons/general without support.
make meaning examples). adequate No essay response
clear (well- support. provided.
chosen
examples).
D. Grammar, Response is Response has 3 or Response has 4-5 Response has 6 or
Usage, and free from any less errors in errors in more errors in
Mechanics errors in grammar, usage, grammar, usage, grammar, usage,
(writing) grammar, and mechanics. and mechanics. and mechanics.
usage, and No essay response
mechanics. provided.
Two paragraph YES NO
(following
directions)
Assigned Essay ________/14

Additional Comments:
130
I. Objectives

.
situations.
C. Learning Competency and Code: At the end of 60 minutes,85 % of the students

are expected to explain that a shift in speech
communicative strategy affects the message and
delivery of the speech.
EN11/12OC-IIab-22.5-22.6
II. Content

A. References : Balgos, A. R. and Sipacio, P. J. (2016). Oral Communication in

Context for Senior High School. C & E Publishing, Inc. Quezon
City. pp.51-57
B. Other References : https://www.youtube.com/watch?v=Jv26RfIUK00
https://www.youtube.com/watch?v=zSmq4Wsz28w
Iv. Procedure
 Prayer
 Greeting
A. Activity:
131
Let the students watch a video of Merriam Defensor Santiago
(https://www.youtube.com/watch?v=Jv26RfIUK00). Each student will write
down observation on the changes or shift of the communicative strategy of
the speakers in terms of:
a. message
b. delivery
B. Analysis:
a. What have you learned from the video?

b. What are the changes of the speaking styles of the speaker?
c. What are the different messages of the speaker?
d. Does the speech context change the speaker’s message and delivery?
C. Abstraction:
The Message – This is the core concept of the interaction. When the speaker is
able to answer all the questions of the listener beforehand and received by
them positively, then the message is correct and acceptable.
The Delivery – This is affected whether the listeners are able to fully
understand the concept implied or creates doubtful remarks. Proper delivery
requires techniques which demand the speaker to express thoroughly.
When communicative strategies are used effectively, both the speaker and
listener improve their interactive inputs and outputs.
D. Application:
Let the student watch this video clip and explain how a shift in
speech context, speech style, speech act and communicative strategy affects
the message and delivery of the speech. Write the answer in ½ crosswise sheet
of paper.
Refer to this link: https://www.youtube.com/watch?v=zSmq4Wsz28w
.
E. Assessment
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 in 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 500 words, 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 and responsibilities as a
132
speaker, your message, and your delivery and how these differ in the two
varying instances and contexts.
Use the following format: font 12, Times New Roman; spacing, 1.5,
legal bond paper.
F. Assignment:
Reflect on the learning that you gained after taking up this lesson by
completing the given chart. Write in one whole sheet of paper.
What were I thought…

your thoughts
or ideas about
the topic
before taking
up a lesson
on types of
communication
strategy?
What new or I learned that…
additional ideas
have you had
after taking up
this lesson?
V- Remarks
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
133
I. Objectives
A. Content Standards: The learner realizes the rigors of crafting

one’s speech.
B. Performance Standard: The learner proficiently delivers various

speech using the principles of effective
speech delivery.
learners distinguish features of an
Informative Speech
EN11/12OC-IIcj-23.1
II. Content
A. Subject Matter : Informative Speech

C. Strategy : Game-based Instruction; Small Group Discussion; Lecture;
Film Viewing

B. Other References :https://www.youtube.com/watch?v=NiKtZgImdlY
https://www.youtube.com/watch?v=36m1o-tM05g
C. Materials : Laptop, PowerPoint Presentation, Videos
IV. Procedure
-Prayer
A. Activity
(The teacher may choose any of the following activity)
Activity 1
The teacher will ask students to watch the speech titled, “My
Philosophy of a Happy Life” delivered by Sam Berns on TedTalks through the
following link:
https://www.youtube.com/watch?v=36m1o-tM05g
134
After watching the video, the teacher will ask students to find a
partner. Let them answer the following questions based on the video they just
watched, and then let them choose the letter that corresponds to their answer.
1. What type of informative speech did Sam Berns deliver?
a. Speech about events

b. Speech issues about
c. Speech about objects
d. Speech about people
e. Speech about steps or processes
Provide evidence to support your choice.
2. How was the speech organized?
a. Chronological (events or steps are sequential)

b. Spatial (audience is made to imagine places, appearances, or distances)
c. Cause-effect (cause-effect relationship of events is presented)
d. Comparison-and-contrast (two items are compared and/or contrasted)
e. Categorical or topical (features, description, or categories under a topic are
presented)
Provide evidence to support your choice.
Activity 2
The teacher will ask students to prepare three pieces of ¼-sized paper. On
each sheet, students will write a topic they are deeply interested in and knowledgeable
about. It could be a hobby, a band, or a movie.
Then, the teacher will call one student and he/she will ask his/her seatmate to
pick one from the three pieces of paper he/she have.
Once a topic is chosen, the student will be given one minute to introduce it to
the class. A student should make sure to incorporate facts and supporting information
when talking about the topic.
B. Analysis
The teacher will ask the students the following questions, consolidate them
and lead them to the lesson. (Guide questions for Activity 2)

3. What type of speech according to purpose do you think is evident in the activity?
4. Why do you think so?
C. Abstraction
135
The teacher will facilitate discussion of the following contents:
Types of Informative Speeches
Generally, there are four types of informative speeches which vary

depending on the topic.
These are speech about objects or people, speech about processes,
speech about events, and speech about concepts.
Types Descriptions Specific Examples Purpose
Speech This focuses on Yourself To inform the

about tangible items audience about
objects like gadgets, your
or products, background,
people structures, or interests, and
people. Visual ambitions
aids may be Sherlock
necessary. Holmes To inform the
audience about this
fictional
character’s
profile, including
New Iphone his traits and
model abilities
To inform the
audience about
the features and
Manila Cathedral
capabilities
of this new model
To inform the
audience about
the historical
and architectural
features of the
Manila
Cathedral
Speech This focuses on First aid To inform the

about a process or audience about
processes sequence of how first aid for
events. Visual an ankle sprain
aids are is administered
necessary.
Short Story To inform the
Writing audience about
how a publishable
136
short story
is written
Photography To inform the

audience how to
take good
pictures
Web designs
To inform the
audience about
how basic web
designs are
created
Speech This focuses on To inform the
about an Martial Law audience about the
events event that impacts of Martial
happened, Law on economy
is happening, or and politics
might happen in Zombie
the Invasion To inform the
future. audience about the
possibility of a
zombie invasion
Accident
To inform the
audience about the
details surrounding
a car accident.
Cosplay show To inform the

audience about
cosplay shows and
the preparations
made by
cosplayers and
organizers
Speech This focuses on To inform the
about beliefs, Big Bang audience about the
concepts knowledge, Theory development of the
theories, Big Bang Theory
principles or
ideas. To inform the
Bermuda audience about the
Triangle mystery of the
Bermuda Triangle
Public-Private
Partnership To inform the
(PPP) audience about the
advantages and
137
disadvantages of
PPP
To inform the
Feminism audience about a
feminist’s
perspective on the
patriarchal state of
the country
Organizational Patterns
A. Chronological Pattern. This can be used if you want to present the history,
evolution, or development of your topic in a sequential order, from past to
present or beginning to end.
B. Spatial Pattern – this pattern is used when you want to talk about the
physical structure of an object or the way things fit together in a certain
space (Glendale Community College; University of Washington Tacoma).
Topics that deal with geography fit this pattern best.
C. Topical/Categorical Pattern. This can be used if you want to inform your

audience about the main features, descriptions, or categories of your topic.
D. Cause-Effect Pattern. This can be used if you want to show the causal
relationship of events or phenomena. Your outline may follow different
patterns of organization depending on the relationship between the causes
and effects of the event.
E. Comparison-Contrast. This can be used if you want to compare objects,

events, or concepts underscoring their similarities and differences. Your
outline may follow either a block or point-by-point format.
D. Application
The teacher will ask the student to choose a topic that interests them. Then,
let them prepare a two- to three-minute informative speech whose specific aim is to
demonstrate the process of doing something.
Below are some sample topics to guide the students
How to design clothes

What to do on a first date
How to tone muscles
How to dribble a ball effectively
E. Assessment
The application serves as assessment
138
Rubric for Informative Speech

(5) (4) (3) (2) (1)
observed.
Arguments are sound and supported with
Content valid and credible sources.
Introduction captures listener’s attention.
Speech is ended effectively with a review of
the main points.
Volume is well-adjusted to audience size.
Verbal Rate or speed of speaking is varied.
Words are pronounced and enunciated well.
Eye contact is established and maintained.
Distracting movements or mannerisms are
avoided.
Non-verbal message.
Gestures, posture, and facial expressions are
expressive, dynamic, and natural.
Total
Grand Total /115
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
F. Assignment
The teacher will ask students to watch an informative speech through the link
below:
https://www.youtube.com/watch?v=NiKtZgImdlY
139
Using a minimum of 200 words, point out the topic, purpose, thesis statement,
specific type, and organizational pattern employed in the informative speech. Tell
students that they should make sure to add their observations of the speaker as well as
his/her manner of delivery. The students may use the rubric for informative speech
(attached above) as basis for their observations.
Use the following format: computerized, double-spaced, font size 12, Times
New Roman.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
Detailed Lesson Plan in Oral Communication
I. Objectives

one’s speech.
140
speech delivery.
Informative Speech
EN11/12OC-IIcj-23.1
II. Content
A. Subject Matter : Informative Speech

C. Strategy : Small Group Discussion

C. Materials : Laptop, Power point presentation
Activity 1
The teacher will ask students to work in pairs. Then, ask them to
choose five out of the ten topics given below. Then, let the students identify
the suitable type of informative speech, as well as an appropriate pattern of
organization for the speech and ask them to write the purpose and thesis
statement as well.
1. Topic: Helping the Community

Type of Informative Speech:
Pattern of Organization:
Purpose:
Thesis Statement:
2. Topic: Promoting Change
Purpose:
Thesis Statement:
3. Topic: Empowering Women and Youth

Purpose:
141
Thesis Statement:
4. Topic: Being a Filipino Citizen

Purpose:
Thesis Statement:
5. Topic: Managing Disasters

Purpose:
Thesis Statement:
6. Topic: Supporting Local Tourism

Purpose:
Thesis Statement:
7. Topic: Understanding the Roles of Non-Government Organizations (NGOs)

Purpose:
Thesis Statement:
8. Topic: Comparing a Private School and a Public School

Purpose:
Thesis Statement:
9. Topic: Parliamentary versus Democratic Forms of Government

Purpose:
Thesis Statement:
10. Topic: Promoting Human Rights

Purpose:
Thesis Statement:
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
____________________________________________________________________
142
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
I. Objectives

one’s speech.
143
speech delivery.
C. Learning Competencies/Code: At the end of the lesson, 80% of the

learners distinguish features of
Persuasive Speech
EN11/12OC-IIcj-23.2
II. Content
A. Subject Matter : Persuasive Speech

C. Strategy : Small Group Discussion; Lecture

IV. Procedure
-Prayer
A. Activity
1. The teacher will divide the class into five groups.

2. Then, she will ask students to think of a famous personality from any field or
discipline who they think contributed much to the world.
3. After which, the teacher will ask students to read the following scenario:
Five famous world personalities are in a hot air balloon. The balloon is quickly
losing heat, and only one safety parachute is available to save a person.
4. Then, they will think of various reasons why their chosen personality has to
receive the parachute.
5. Choose a representative who will assume the persona of your chosen personality.
All representatives will stand in front of the class.
6. They then have to present their arguments. Based on the arguments, the teacher will
choose who will get the parachute.
144
B. Analysis
or the topic:

2. What type of speech do you think is evident in the activity? Why do you think so?
3. How were you able to convince the audience that your chosen famous personality
should be the one to get the parachute?
C. Abstraction
The teacher facilitates discussion of the following contents.

DEFINITION OF PERSUASIVE SPEECH
Speaking is the form of communication that people of diverse backgrounds

mostly engage in. This kind of speech can center on any arguably interesting topic
under the sun. When you deliver your persuasive speech, your primary goal is to
influence the thoughts, feelings, actions, and behaviors or attitudes of your listeners
(Gamble & Gamble, 2012). Likewise, you also aim to change their perception and
convince them that your argument is more important, practical, attainable, or feasible.
In essence, you—as a persuasive speaker—advocate for whatever your message is.
Qualities of an Effective Persuasive Speech
Qualities Guide Questions
1. Well- • What is your specific goal in mind?

defined • Do you expect your audience to think differently, act
goal differently, or both, after they listen to your speech?
2. Clear • Is the main point of your speech clear to you?

main • Is it specific and focused?
point
3. Sufficient
supporting • Do you have factual statements, reliable sources, or
ideas solid evidence to support your main point?
• Do you have enough number of supporting statements?
4. Logical • How will you state your arguments?

reasoning • Will you use any of the following?
(concrete deductive (general evidence to specific)
reasons inductive (specific evidence to general)
why your causal (cause/s and effect/s, or vice versa)
listeners analogy (compared to things or situations)
should
support
your
ideas)
145
5. Effective • Do you use any of the following effective techniques to
and grab the attention of your listeners and engage them in your
powerful speech?
ways to powerful and relevant question
gain the striking statistics
attention shocking incident
of your memorable anecdotes
audience humorous observations or experiences
6. Compelling • Do you appeal to your listeners’ minds?

ideas to make • Do you appeal to your listeners’ hearts?
your target
audience feel and
think
7. Salient motives • Do you motivate your audience by incorporating ideas

to target the and thoughts important to their growth and development as
salient needs of individuals?
your audience
TYPES OF CLAIMS IN PERSUASIVE SPEECH
1. Speech that Questions Fact
This type questions the existence of a particular event or happening. In this case, the
persuasive speaker poses questions of fact, derives conclusions from different
sources of information, and attempts to convince the audience to believe in his/her
ideas. Below are a sample argument and a sample outline.
Argument: Death penalty as a punishment is not effective, as it does not deter crime.
A. Purpose: To persuade listeners that the death penalty is ineffective as a

punishment as it does not deter crime.
B. Main Point: Death penalty does not work as an effective punishment because
it does not deter crime.
C. Supporting Idea: In a survey of various experts from the American Society of

Criminology, the Academy of Criminal Justice Sciences, and the Law and Society
Association, it was found that majority of the experts did not see death penalty as a
deterrent to homicide (Radelet & Lacock, 2009).
2. Speech that Questions Value
This type focuses on questions of value regarding topics on the self, family,
friendship, religion, government, freedom, love, and money, among others. In this
case, the persuasive speaker (1) makes a statement or claim which reflects his/her
146
judgment, (2) attempts to convince his/her audience of his/her judgment, and (3)
justifies it based on standards. Below are a sample argument and a sample outline.
Argument: Sentencing criminals to death is wrong.
A. Purpose: To persuade listeners that the death penalty is wrong.
B. Main Point: Sentencing criminals to death is wrong because human life is

precious; no man has the right to sentence a fellow human being to death, and even
so there is no fair way of meting out this punishment.
C. Supporting Idea: Criminals might be sentenced to death based on other external

factors, such as their race. In fact a study by the American Civil Liberties Union
(2003), found that there is a racial bias in the application of the death penalty.
3. Speech that Questions Policy
This type questions the current state of things which can impact the future. In this
case, the persuasive speaker asks relevant questions that can help in making a
decision on whether or not something should be implemented, observed, or done.
Below are a sample argument and a sample outline:
Argument: The government should not revive death penalty.
A. Purpose: To persuade listeners that the death penalty should not be revived by
the government.
B. Main Point: The government should not revive death penalty as it does not
directly decrease the crime rate.
C. Supporting Idea: In the United States, it was found that states with no death
penalty have lower murder rates compared to those which have death penalty in
place (Bonner & Fessenden, 2000).
ORGANIZATIONAL PATTERNS
The following are some of the suggested patterns that you can use to organize your
persuasive speech.
1. A. F.O.R.E.S.T. (anecdotes, facts and figures, opinion, rhetorical questions, emotive

language, superlatives, tripling)
Below are the rules in applying this pattern.
147
(1) Anecdotes. Begin your speech with a personal story, observation, or experience.
(2) Facts and figures. Provide striking statistics that can support your ideas.
(3) Opinion. Add in your opinion. You can begin your statement with, “I believe
that…”
(4) Rhetorical questions. Think of and add engaging rhetorical questions (i.e.,
questions which do not intend to elicit answers, but to make a point).
(5) Emotive language. Appeal to your audience’s emotion.
(6) Superlatives. Use superlatives to exaggerate an idea.
(7) Tripling. The rule of three in the English writing principle simply entails using
three words together to reinforce your point. This may add to the effectiveness of your
persuasion. A classic example is Julius Caesar’s statement: “Veni, vidi, vici” (I came,
I saw, I conquered).
Below is an example.
Anecdote 1.0 Introduction 1.1 It is sad to share how my
friend’s father died of lethal injection years ago.
1.2 He suffered and was killed for a crime that
he never did.
1.3 There is no reason for the state to revive the
death penalty.
2.0 Body
Facts and 2.1 When RA 7659 or the Death Penalty Law
Figures was still active, six innocent people out of 10
convicts were executed.
Opinion 2.1.1 Reviving this is unjustifiable
Rhetorical 2.1.2 How many more innocent men and
Question women will suffer?
Emotive 2.1.3 We are a nation that values life and thinks
language that everyone deserves chances to change and
live for their families.
Superlatives 2.1.4 Revive the law only when the lives of
those wrongly sentenced are revived.
Tripling 2.1.5 Think. Analyze. Act.
2. PROBLEM-SOLUTION HERE’S HOW:
(1) Identify the problem.

(2) Provide a solution, which will show the practicality of your proposal.
For example:
A. Purpose: Persuade listeners that the LGBT community should be protected

from discrimination.
B. Main Point: LGBT members deserve to be protected by the state against

exclusivity in any workplace or office.
148
C. Supporting Idea: There have been horrible reports and cases of discrimination
at work in terms of promotion and benefits. Hence, there is a need to create and
implement a policy related to this.
1.0 Introduction
1.1 Current status of LGBT in the
Problem workplace
1.2 Discrimination of LGBT in the
workplace
2.0 Body
Solution 2.1 Policy that clearly defines the rights of
LGBT
Support 1 2.1.1 for protection
Support 2 2.1.2 for recognition
3. PROBLEM-CAUSE-SOLUTION

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

Idea their historical and cultural value.
1.0 Introduction
1.1 List of historical sites in the
Philippines
Problem 1.2 Not priority of the government
2.0 Body
Root cause 2.1 Budget allocation
Support 1 2.1.1 Percentage allocated to
preservation of
sites
Solution 2.2 Promote public-private partnership
Support 2.2.1 Reports showing successful
partnership
4. Comparative Advantages
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(2) Present at least two solutions to the problem.
(3) Compare the two in terms of practicality and feasibility.
For example:
A. Purpose: Persuade listeners on the need for political reform.

B. Main Point: Politics in the Philippines is very dirty.
C. Supporting Idea: There have been a lot of anomalies and illegal transactions going
on in the political system.
1.0 Introduction
1.1 Vision of Philippine politics
Problem 1.2 Dirty politics
2.0 Body
Solution 1 2.1 Pass the genuine Freedom of
Information (FO1) Bill into law
Support 1 2.1.1 achieve transparency
Support 2 2.1.2 achieve good governance
Solution 2 2.2 Abolish Priority Development
Assistance Fund (PDAF) or Pork
Barrel
Support 1 2.2.1 Minimize illegal
transaction
Support 2 2.2.2 Minimize corruption
Comparison 2.3 Can be good solutions
Support 1 2.3.1 Practical
Support 2 2.3.2 Feasible
5. Monroe’s Motivated Sequence
Alan Monroe, a professor from Purdue University, created an outline for making
speeches based on the psychology of persuasion (Ehninger, Monroe, & Granbeck,
1978). This outline is known as Monroe’s Motivated Sequence.
Here’s how to apply this technique.
1. Grab the attention of the audience by identifying the challenge you plan to
confront, or the problem you plan to address.
2. Establish the need or urgency to address the identified challenge or problem.
3. Present possible solutions to your audience to satisfy the need.
4. Help your audience visualize. Use vivid words to convince your audience about the
benefits they can gain from the solutions you presented.
5. Engage the audience to participate in promoting change through a call for action.
For example:
150
A. Purpose: Persuade the audience to abstain from consuming alcohol. B. Main Point:
Abstaining from alcohol will help students live a healthy and safe life for themselves
and those around them while avoiding any criminal actions.
METHODS OF PERSUASION
Consider what Lucas (2011) writes about how the audience can be persuaded by a
speaker. The audience can be persuaded by the following reasons.
They perceive that the speaker has credibility.
They are convinced by the evidence presented by the speaker.
They are convinced by the speaker’s reasoning.
Their emotions are touched by the speaker’s ideas or use of language.
The above ideas highlight some of the methods you can use in your persuasive
speech. These methods are commonly used and proven to be effective by any
prominent and excellent speaker across the globe. The following are some tips on how
to enhance your credibility, how to use evidence, how to use reasoning, and how to
observe ethics and emotional appeal in a persuasive speech.
Campaign Against Underage Drinking
Attention-grabber 1. Picture the following situation: It is Friday night; classes

have just ended, and you and your friends are looking for
something fun to do. Everyone heads to your classmate’s
house, and soon bottles of alcohol are being passed around.
As the night deepens, everyone falls under the spell of
alcohol, things get out of hand, and some commit mistakes
they would not do when sober.
a. This phenomenon of underage drinking is steadily
affecting more young Filipinos, as a study from the
University of the Philippines found that 5.3 million
youths drink alcoholic beverages.
b. I have researched this topic heavily, and today I will
present the startling facts about underage drinking
that
many teenagers might not know.
c. This speech aims not only to inform you of the risks
of underage drinking, but also to convince you to
take
action and campaign against underage drinking to
protect the youth.
Need 2. According to a study on the alcohol drinking patterns of
high school students in selected parts of the Philippines, a
little more than one-third of the sample population drink
alcohol. These can have serious effects on underage drinkers,
such as the following:
a. Studies have shown that people who drink at a
young age are more likely to experiment with
harder drugs.
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b. People in an inebriated state have higher chances
of being victims of sexual assault.
c. Alcohol abuse among the young could lead to
sexual behavior, which in turn leads to teenage
pregnancy or sexually-transmitted diseases.
Satisfaction 3. We have to educate the youth about the dangers of
drinking alcohol.
a. Videos and posts on the risks of underage drinking
can
be shared on various social platforms.
b. In school, events can be organized to promote
knowledge of the disadvantages and consequences of
underage drinking.
Visualization 4. We have to take it upon ourselves to act now if we do not
want the youth to be victims of the following potential
effects of underage drinking:
a. Accidents caused by underage drinking
b. Dropping out of school due to alcohol addiction
c. Sexual assault brought by drunken behavior
d. Teenage pregnancies
e. Alcoholism
Call to action 5. I earnestly challenge you to abstain from alcohol and to
take action and campaign against underage drinking. Are you
with me?
1. How to enhance your credibility

a. Explain how you became an expert on the topic.
You can do this by sharing how well you read, investigated, or researched
the topic.
For example: You could share that in the beginning you did not know
much about your topic until you researched about it. By saying you researched on
your topic, your audience will feel that you made an effort in building your
credibility by collecting information.
b. Connect your experiences, beliefs, values or attitudes with your audience’s.
You can do this by telling your audience that you have the same
experiences, beliefs, values or attitudes.
For example: In the beginning of your speech, you can emphasize to your
audience that regardless of background, status, age, gender, beliefs, and values,
among others, you all have one thing in common and then add that which you
have in common. By saying this, your audience will feel respected and
comfortable because you can identify with their experiences, beliefs, or values.
c. Practice more often so you can deliver your speech with conviction.
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You can do this by exposing yourself more often to speaking situations
such as reciting and reading announcements in class, introducing people in a
program, hosting events, participating in debates, or acting as a spokesperson of a
group. Also, simply practicing more often before your actual speech performance
will increase your confidence and help you deliver your speech with conviction.
3. How to use evidence
a. Specify evidence.
You can do this by citing statistics, research studies, and other valid and
credible information.
For example: When stating a fact, do not simply say a general detail. Instead
of saying, “There is a law that protects women and their children against
violence,” state the exact details, as in, “RA 9262 is an act that protects women
and their children against violence.” By specifying your evidence, you give the
impression that you know what you are saying.
b. Avoid outdated evidence.
You can do this by reading and digging new evidence to keep yourself
updated on the significant facts and figures.
For example: If you are arguing about social networking site addiction and
you are using data taken from 2000 or earlier, your speech might not hold enough
credibility and it might not retain the interest of your audience as well. Since we
are now in the Information Age, data quickly get old and replaced by more current
ones, so they quickly become irrelevant. Therefore, always make sure to use
current available data. This way, your speech will be more accurate and your
audiences will be more interested to listen.
c. Choose reputable or credible sources for your evidence.
You can do this by carefully identifying and evaluating your sources.
For example: You are persuading your audience that your solution in improving
the interest of readers in Philippine literature is the most efficient method, but you
cite sources such as fan sites, Wiki answers, Yahoo answers, or blogs. This creates
a bad impression, as it might come off that your arguments and points are based
on unreliable facts. As a guide, Google, Yahoo, or any search engine can provide
you a wealth of reputable or credible sources for your evidence.
4. How to use reasoning
Avoid logical fallacies or errors in reasoning.
You can do this by studying the types of logical fallacies.
The following are some of the most common errors in reasoning.
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 Ad Hominem:
This happens when you attack the character of a person instead of his argument.
Example: Professor X does not deserve to be the head of this organization because
he is separated from his wife. How to avoid: When you give your rebuttal, focus
on the arguments of the person, not on his/her character or values.
 Circular Argument:
This happens when the idea of a stated argument is repeated.
Example: My mother is a good teacher because she teaches me well. How to

avoid: Do not repeat the argument; instead, prove it.
 False Analogy:
This happens when two things, which might be alike in some respects, are
compared and assumed to be similar in other ways.
Example: President Aquino is the Socrates of the 21st century.
How to avoid:
Look at the characteristics, features, or components of two people or objects
closely to see whether they can really be compared or not.
 False Authority:
This happens when a statement of someone who is not an expert in the field in
question is being used in an argument.
Example: I avoid drinking coffee at night because of the advice of my English

teacher.
How to avoid: Check properly the qualifications of the person being cited.
 False Cause and Effect:
This happens when the connection between two consecutive events are not clear.
Example: Because I attended a party, I got a high grade in my persuasive speech.
How to avoid: Clarify the connections between the events by explaining both
backgrounds clearly.
 Hasty Generalization:
This happens when a conclusion is drawn from insufficient evidence.

Example: The senator stuttered while giving his speech, therefore government
officials are not good in public speaking.
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How to avoid: Provide enough pieces of evidence before making any conclusions.
 Red Herring:
This happens when the answer does not address the question.
Example:
Question: Should the President sign Cyberbullying bill into law?
Answer: The President has other priorities.
How to avoid: Do not avoid opposing arguments. Instead, address them properly.
4. How to use emotional appeal

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

show conviction in what you are saying.
For example: If you use emotionally charged words, but you deliver it
in a monotonous voice, the audience will not see the sincerity of your
message. Instead, make sure to observe your non-verbal cues and to ensure
that you believe in what you are saying.
b. Use emotion appropriately.
Although a well-executed emotional appeal can be used as a strong

weapon in persuasive speech, take note to use it only when appropriate to the
message. Use it as an accessory only; make sure not to replace evidence and
reasoning with pure emotion.
For example: If you are making a speech on a question of fact, there is

little need to use emotional appeal to your audience since you are dealing with
facts and information. However, if you are making a persuasive speech to
change a certain policy, you can add emotional appeal to your speech to
capture not only the minds but also the hearts of your audience.
D. Application
 The teacher will group the students into five.

 To maximize time, the teacher should inform the students
beforehand to bring a news video clip or a news article on any
current social or political issue in the Philippines (bullying,
human trafficking, physical abuse, theft, political dynasty,
abuse of power, gender discrimination, among others).
 Tell the students to use the video or article as a jump-off point,
and deliver a two-minute speech using any of the persuasive
speaking types, organizational patterns, and method of
persuasion.
 The teacher will tell students that the speech should focus on
why and how the issue should be stopped or minimized.
E. Assessment
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The application serves as an assessment.
Rubric for Persuasive Speech

(5) (4) (3) (2) (1)
observed.
the main points.
avoided.
Non-verbal message.
Total
Grand Total /115
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
F. Assignment
Ask students to research any sample persuasive speech and let them bring it on
class for the reinforcement activity to be given on the following day.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
156
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
I. Objectives

one’s speech.
157
speech delivery.
C. Learning Competencies/Code: At the end of the lesson, 80% of the

Persuasive Speech
EN11/12OC-IIcj-23.2
II. Content
A. Subject Matter : Persuasive Speech

B. Integration : None
C. Strategy : Discovery learning

C. Materials : None
Activity 1:
The students will use the sample persuasive speech that they have researched.
Then, they will determine the type and patterns of speech observed. The students may
use the rubric for assessing a persuasive speech as basis for their observation.
On the margins, write comments on specific areas which they think adhere or
not to the principles of persuasive speech they have learned from the activities and
discussions.
Rubric for Persuasive Speech

(5) (4) (3) (2) (1)
observed.
158
the main points.
avoided.
Non-verbal message.
Total
Grand Total /115
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
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
159
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
I. Objectives

one’s speech.
160
speech delivery.
Entertainment Speech
EN11/12OC-IIcj-23.3
II. Content
A. Subject Matter: Entertainment Speech

C. Strategy: Small Group Discussion (SGD); Lecture

B. Other References : Ellen DeGeneres’ Commencement Speech at Tulane
University (2009). Retrieved from
http://www.youtube.com/watch?v=0e8ToRVOtRo
Steve Job’s Commencement Speech at Stanford University

(2009). Retrieved from http://www.youtube.com/watch?
v=UF8uR6Z6KLcc
IV. Procedure
-Prayer
A. Activity
1. Tell students to find a partner.

2. Let them take turns sharing their scariest experience, paranormal or not.
3. Then, have students jot down notes while they carefully listen to their
partner and make sure to give their full attention to the storytelling.
4. Tell students to clarify unclear points after their partner is done telling
his/her story.
5. Then they will share their partner’s scariest experience to the class within
two minutes.
B. Analysis
161
or the topic:

2. What did you feel while listening to your partner’s scariest experiences?
3. What type of speech do you think is evident in the activity? What made you say
so?
4. Based on the activity, what are the characteristics of entertainment speech?
C. Abstraction
AIMS OF ENTERTAINMENT SPEECH
An entertainment speech aims to share goodwill, joy, and pleasure to

the audience. The purpose of an entertainment speech is not to educate,
inform, or inspire because the primary goal is to make the audience relax,
enjoy, and even laugh. This means that you, the speaker, are expected to be
friendly and relaxed, but still courteous during the speech delivery. Moreover,
you should know your audience well in order to entertain them effectively.
HOW TO MAKE YOUR SPEECH ENTERTAINING
To make your speech entertaining, you may:

 tell jokes;
 scare funny stories;
 dramatize experiences; and
 recall a scary story.
STEPS IN WRITING AN ENTERTAINING SPEECH
1. Choose! Choose a light topic. Remember, you are there to give the audience
a good time.
2. Enjoy! If you exude confidence and you obviously enjoy the moment, the
audience will enjoy your presence, too.
3. Simplify! Simplify the flow of your speech. Your audience does not need a
mentally exhausting message.
4. Visualize! Your words should be highly descriptive. Use vivid words and
keep them flowing to make your audience feel as if they were in your story.
5. Surprise! Astonish your audience with unexpected twists in your
presentation. The more you surprise them, the more entertaining your speech
will become.
Suggested Outline
1. Introduction
1.1 Open with an anecdote or funny story which captures the interest of the
audience.
162
1.2 Introduce the main message of your speech.
1.3 Provide a sneak peak of the content of your entertaining speech.
2. Body (you may use any of the techniques below)
2.1 Talk about the series of events that made you think of your main message.
2.2 Use a humorous quote which highlights your message.
2.3 Share related stories and anecdotes of others.
1. Conclusion
3.1 Recall the main points you talked about in your speech.
3.2 Recount your main message.
3.3 Make a final statement which connects to the opening anecdote.
D. Application
The teacher will group the students into five members each and assign
a leader. The goal of the activity is for them to come up with a story. Each
person tells a part of the story and leaves it hanging for the next person to add
to.
 First, set the topic. To facilitate this, the leader will ask who,
what, when, where, why, and how questions. Then, he/she
assigns someone to start the story and use descriptive words
and keep the action clear. The story can be funny, dramatic, or
scary.
 The leader builds the action to where something is about to

happen and then stops. He/she must pick the next person in the
group to continue the story. The second person continues and
stops again when something is about to happen
.
 This continues on until your group is ready to end the story.
The last person to add to the story decides how it should end.
 Ask the most animated member to share your group’s story

with the class.
E. Assessment
The application part serves as an assessment.
F. Assignment
Below is a link to the video of Ellen DeGeneres’ commencement speech at

Tulane University. Ask students to watch the following videos and observe how Ellen
163
DeGeneres’ speech is similar with or different from Steve Job’s commencement
speech at Stanford University.
Ellen DeGeneres’ Commencement Speech at Tulane University (2009)

http://www.youtube.com/watch?v=0e8ToRVOtRo
Steve Job’s Commencement Speech at Stanford University (2009)

http://www.youtube.com/watch?v=UF8uR6Z6KLcc
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
I. Objectives

one’s speech.

speech delivery.
164
Entertainment Speech
EN11/12OC-IIcj-23.3
II. Content
A. Subject Matter: Entertainment Speech

C. Strategy: Small Group Discussion (SGD)

B. Other References: https://www.youtube.com/watch?v=krx5oFdmnRE
https://www.youtube.com/watch?v=_DBJRQ-yYfA
https://www.youtube.com/watch?v=rp_NIoK_i0M
https://www.youtube.com/watch?v=-Pdaxz5yWQo
C. Materials : Laptop, videos
Activity 1: (Refer to the assignment)
Using a minimum of 500 words, write an essay about your comparison of

Ellen DeGeneres’ commencement speech to Steve Job’s commencement speech at
Stanford University. Use the following format: computerized, double-spaced, font
size 12, Times New Roman.
Activity 2:
Work with your group mates from the previous activity.
Below are the links to the entertaining performances of GB Labrador,
Eri Neeman, Victor Anastacio, and Alex Calleja.
As a group, identify three qualities that these speakers have in

common and three techniques that they all employed in their speeches.
Assign a speaker who will share your insights with the class.
 GB Labrador
https://www.youtube.com/watch?v=krx5oFdmnRE
 Eri Neeman
https://www.youtube.com/watch?v=_DBJRQ-yYfA
 Victor Anastacio
https://www.youtube.com/watch?v=rp_NIoK_i0M
165
 Alex Calleja
https://www.youtube.com/watch?v=-Pdaxz5yWQo
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
I. Objectives

one’s speech.

speech delivery.
learners distinguish features of a
Manuscript speech
166
EN11/12OC-IIcj-23.4
II. Content
A. Subject Matter : Reading from a Manuscript

C. Strategy : Film Viewing; Small Group Discussion (SGD); Lecture

B. Other References : https://www.youtube.com/watch?v=xdWaESUSyoM
https://www.youtube.com/watch?v=6fY3BOcjAnw
C. Materials : Laptop, Videos, PowerPoint Presentation
IV. Procedure
-Prayer
A. Activity
1. Ask students to find a partner. Assign a reader and a listener.
2. The task of the reader is to read aloud the following lines from Marianne
Williamson’s A Return to Love: Reflections on the Principles of a Course in
Miracles while the task of the listener is to give feedback on the performance
of the reader based on the Rubric for Oral Presentation.
Our deepest fear is not that we are inadequate. Our deepest fear is
that we are powerful beyond measure. It is our light, not our darkness that
most frightens us. We ask ourselves, who am I to be brilliant, gorgeous,
talented, and fabulous? Actually, who are you not to be? You are a child of
God. You’re playing small does not serve the world. There is nothing
enlightened about shrinking so that other people won't feel insecure around
you. We are all meant to shine, as children do. We were born to make
manifest the glory of God that is within us. It's not just in some of us; it's in
everyone. And as we let our own light shine, we unconsciously give other
people permission to do the same. As we are liberated from our own fear, our
presence automatically liberates others.
3. When done, tell students to exchange roles with their partner and do the
same routine.
4. Then, share their feedback and observations on their partner’s speech
delivery.
167
B. Analysis
The teacher makes use of the essential questions below as guide in

clarifying key understanding about the topic at hand and to elicit their feelings
about the activity or the topic:

2. What have you observe while listening to your partner delivering a
speech?
3. What are some of the difficulties you have encountered while
doing the activity?
4. What type of speech according to delivery do you think is evident
in the activity? Why do you say so?
C. Abstraction
Here is a link to the video of Senator Miriam Defensor Santiago’s

speech titled A Date with Destiny:
https://www.youtube.com/watch?v=xdWaESUSyoM
Watch the video.
Then, work in groups of five and discuss your answers to the following
questions:
1. Why did the speaker need a manuscript for her speech?

2. Do you think it would have been better if she delivered the speech on the
spot? Why or why not?
3. How did she sustain the audience’s attention all throughout her speech?
4. Was her delivery successful? What makes you think so?
When speaking from a manuscript, you write and deliver a speech word for
word. The question is, for whom is the manuscript method most
advantageous?
1. Public figures. Since public figures are always constrained by a hectic

schedule, they need ghost writers. Consequently, they would have to read the
text of the speech as it is. The President’s State of the Nation Address (SONA)
is a concrete example of this situation.
2. Media personalities. Speakers on radio and television always battle with

time limits. For example, a televised panel discussion about a social issue may
require radio and TV anchors to critically choose and refine the words of their
speech in advance.
3. Spokespersons for government and private organizations. This public

speaking role requires a great deal of contemplation and preparation. For
168
example, we have speeches of different country’s spokespersons in an
international seminar on climate change.
POTENTIAL PROBLEMS WITH THE MANUSCRIPT METHOD
1. Since this type of speech follows a word-for-word method, you might be

tempted to skip practicing the speech.
2. In relation to the previous point, if you fail to practice your speech and
decide to read it during the time of delivery itself, you might be glued to the
speech all throughout. You may overlook making eye contact with your
audience. Note that glancing at the audience only at the end of a sentence is
not sufficient to establish and maintain rapport during the speech.
3. Lastly, because everything is planned based on the time allotted, you will
surely want to cover everything in your speech before you run out of time.
This might affect your connection with the audience, as there is a tendency to
ignore the audience and neglect responding to their feedback when busy with
the speech. Pay attention and make sure to check and adjust if the audience
displays anxiety, impatience, or boredom.
STRATEGIES IN ORGANIZING AND DELIVERING THE

MANUSCRIPT SPEECH
1. Practice! Practice delivering the speech several times. Mark the text. Even
if it’s a manuscript, know the speech by heart. Only if you do these can you
keep frequent eye contact with the audience.
2. Adapt! Even if you have a manuscript, feel free to modify the text when the
situation demands it. If you observe that your audience is bored, you may use
shorter yet more vigorous words. If your audience is impatient, add words of
strong motivational power. If your audience is anxious, share personal
anecdotes to lighten the mood.
TIPS IN USING THE MANUSCRIPT METHOD
1. Prepare! Keep your text easy to use by neatly composing it in triple space.
2. Mark! Own your manuscript by highlighting key words and phrases. This
way you will be guided during the speech delivery.
3. Practice! You can make a lot of notes on the draft of your manuscript
during the first few rehearsals, but make sure to reprint your script,
especially if you make too many changes.
4. Practice some more! Read the text over and over orally. This will help you
avoid mispronounced words, faulty starts, and wrong pauses. As you
practice, vary the volume, rate, and pitch of your voice during appropriate
points in the speech.
169
5. Concentrate! Concentrate on keeping eye contact, but do not stare at only
one section of the audience. It is best if you familiarize yourself with the
most important parts of your speech. If you do this, you will be more
confident in looking at your audience during the key points of the speech.
6. Act it out! Use a lectern or a podium when practicing the speech. If you can
find one before the actual speech delivery, practice using it so that you will be
used to laying your notes flat on the podium and looking at them once in a
while.
D. Application
Have students work in groups of nine and assign a number from 1-9 to
each of the members.
Tell students to imagine that they are delivering an inaugural address
as the President of the Philippines. Let the students use the inaugural address
of His Excellency Diosdado Macapagal taken from the Official Gazette of the
Republic of the Philippines.
The transcript is divided into nine parts; each member of the group will deliver to the
class the part corresponding to his number.
INAUGURAL ADDRESS OF HIS EXCELLENCY DIOSDADO MACAPAGAL

[Delivered at the Quirino Grandstand, Manila, December 30, 1961]
1
“OUR MISSION” On this day, December 30, our national hero Jose Rizal
gave his life on this hallowed ground – the ideal manifestation of love of country and
dedication to the service of our people. It was therefore fitting that the framers of our
Constitution should decree that the highest official of the land shall be called upon to
assume office on this historical occasion. With deep humility, I accept the Nation’s
call to duty. Bound by the oath I have just taken, I am resolved that I shall be the
President not only of the members of my party but of all political groups; I shall be
President not only of the rich but more so of the poor; and I shall be President not
only of one sector but of all the people. The primary function of the President is not to
dispense favors but to dispense justice. The presidential oath of office contains the
special pledge to “do justice to every man.”
These shall not remain empty words, for with God’s help, I shall do justice to
every citizen, no matter how exalted or how humble may be his station in life. As we
open a new era in the life of our Nation, let us measure the tasks before us and set
forth our goals. Our aims are two-fold: first, to solve the immediate problems of the
present and, second, to build materially and spiritually for the future. Our first mission
is the solution of the problem of corruption. We assume leadership at a time when our
Nation is in the throes of a moral degeneration unprecedented in our national history.
Never within the span of human memory has graft permeated every level of
government. The solution of this problem shall call for the exercise of the tremendous
persuasive power of the Presidency. I shall consider it, therefore, my duty to set a
170
personal example in honesty and uprightness. We must prove that ours is not a Nation
of hopeless grafters but a race of good and decent men and women.
I intend to do more than this. Among the appropriate measures I shall take to
insure the eradication of this social cancer is to assume moral and political
responsibility for the general state of public morality in the country.
Our second mission is to attain self-sufficiency food of our people, namely,
rice and corn. The elemental needs of every people are food, clothing and shelter. We
shall give impetus to industries that will provide clothing for our population at
reasonable prices. In collaboration with private enterprise, we shall invigorate the
national housing program and devote particular attention to proper housing for
countrymen who earn the lowest income and the indigents who live under subhuman
conditions.
While attending to the people’s need for adequate clothing and shelter, the
urgent emphasis shall be on their need for staple food. With the cooperation of
Congress, we shall launch and implement a rice and corn program that shall bring
about sufficiency in the production of these cereals and make them available at prices
within the reach of the masses.
4
The basic national problem is the poverty of the masses. Our third mission,
therefore, is the creation of conditions that will provide more income for our people –
income for those who have none and more income for those whose earnings are
inadequate for their elemental needs. Millions of our people are unemployed and
millions more are under-employed. We must rectify this situation to help our people
attain a higher level of living and create the domestic buying power that can help
generate prosperity. Unless solved in time, this problem will worsen to the point of
disaster in view of our population explosion. The permanent solution to this problem
is the rapid and sound utilization of our vast and rich natural resources in order to
create opportunities for employment. We believe that the effective accomplishment of
this task should be left to the citizens themselves, that is, to private enterprise. But the
Government can and should help. Our Administration shall extend this help. Within
the maximum financial capacity of the Government, we shall initiate and carry out a
program to help solve unemployment and underemployment through massive
productive and labor-intensive projects calculated to create multiple job opportunities
while at the same time increasing the production, productivity and wealth of the land.
Our fourth mission is to launch a bold but well-formulated socio-economic

program that shall place the country on the road to prosperity for all our people. I
shall present this program in my first State-of-the-Nation message to Congress next
month for the consideration and support of our law-making body. In essence, the
program will call for a return to free and private enterprise. The program will also aim
at propelling the Nation along the path of progress, first through the dynamic
development of our resources under a system of free and private enterprise, and,
second, by the implementation of a social program for the masses under the direction
of the Government. I strongly believe in placing the burden of economic development
171
in the hands of private entrepreneurs with the least government interference while
making the Government assume the full responsibility for implementing the social
and public welfare program. I believe in private enterprise because I have faith in the
Filipino. I am convinced that if his future is placed in his own hands and conditions
are created in which he may seek his prosperity and carve his own destiny – with his
integrity, talent, industry and sense of sacrifice – he shall surmount attendant
difficulties, husband the natural bounty that God has bestowed for his well-being,
effectively provide for his needs and transform our country at an early time into a land
of abundance not only for a favored few but for each and every Filipino.
While our economic problems are integrated in character, we must be

concerned with the plight of the common man as an imperative of justice. We must
help bridge the wide gap between the poor man and the man of wealth, not by pulling
down the rich to his level as communism desires, but by raising the poor up towards
the more abundant life. This is democracy’s supreme endeavor. I shall therefore from
this day onward vigorously exert all efforts to increase the productivity of the farmer
and the laborer, to teach the common man scientific methods to lighten his burdens, to
give land to the landless and in time to place within his means the essential
commodities for a decent living. It is not our only task to solve the immediate
problems of the present and build materially for the future. The structure of this
Republic must be built not only upon material but more so upon spiritual foundations.
Our fifth mission, therefore, is to establish the practices and the example that will
strengthen the moral fiber of our Nation and reintroduce those values that would
invigorate our democracy. This we shall seek through formal modes of reform,
through enforcement of statutes and, whenever feasible, through the power of
example. I shall accordingly endeavor to set the tone not only for integrity but also for
simple living, hard work, and dedication to the national well-being.
This then, in synthesis, is our mission, the trust that has been placed in our
hands by our people. We are called upon to attend to all functions of government,
including foreign relations in which we shall vigorously discharge our part in the
struggle against communism and strive to raise the prestige of the Republic before the
family of nations. While ministering to all the traditional public services, it is in the
accomplishment of these five missions that we must place stress and primary
attention, for their solution will facilitate the effective ministration of all the essential
public services the government is duty bound to maintain. It is incorrect to say that we
are out to solve all the problems of the Nation. No President can do that. Nation-
building is an exacting and endless endeavor. No President can build the whole
edifice of a nation. All that he is called upon to do, is to add a fine stone to that
edifice, so that those who shall come after him may add other fine stones that will go
for a strong and enduring structure. I stress anew that stone that we are assigned to
contribute to the edifice of a greater Philippines is, first, to attend to such short-range
problems as sufficiency in the staple food of the people, and more employment, and
second, to undertake a long-range task of moral renaissance and the implementation
of a socio-economic blueprint which, although not immediately achieving prosperity,
will lead to that prosperity for all our people.
172
8.
I believe that this is a mission formidable enough for any President. It is an
endeavor that calls for the utmost use of sound judgment, energy and, above all,
patriotism, which is demanded of all of us. It addresses itself to the leaders the three
great branches of our Government. It requires, on the part of all, a transfiguration of
attitude from political partisanship to statesmanship. In the deliberations of Congress
on the proclamation of the President and the Vice-President, the leaders and members
of Congress demonstrated their capacity to rise above partisan politics and proved
themselves equal to the challenge of patriotism. I express the hope that this
congressional performance was not a mere involuntary recognition of an undeniable
political fact but a wilful recognition of the need of setting aside political partisanship
in this time of national crisis in the interest of bipartisan collaboration in the common
task of providing, in the least time possible, a life of decency and prosperity for our
people. Above all, this mission requires the support of our people. No program can
succeed without popular sustenance. We shall need that faith and that support
demonstrated by our people in our election against appalling odds.
9
The beneficent effects of some of the concrete steps that we shall take may not
be immediately evident; what may, in fact, be instantly visible will be adverse but
transitory repercussions that in time will clear the way for the final and favorable
outcome. In those interludes of anxiety, we shall need the full trust and confidence of
our people, and we assure now that we shall deserve that trust and confidence because
in all our actions we shall never deviate from the course of integrity, sincerity, and
devotion to the welfare of the Nation. In the past electoral combat, our people showed
the strength of our democracy in this part of the world by bringing about a peaceful
change of Administration through the ballot and not through the bullet.
Simultaneously, democracy displayed its splendor by showing that under its aegis a
poor man who sprang from the humblest origin and who has not attained a state of
riches can rise to the Presidency of the Republic. I, whom the sovereign will in a
democracy has chosen as the means for the exhibition of the reality of its virtue of
offering equal opportunity to the rich and the poor alike, am now called upon to prove
that such a gift of opportunity to our humble citizenry shall not be in vain. With God’s
grace and the support of all citizens of good will and good faith, and of our common
people in particular, I pray with all my heart and soul that I shall not fail in my trust.
E. Assessment
The application serves as an assessment.
F. Assignment
Speech making and delivery are painstaking tasks. They require a great deal of
practice and motivation. In the film, The King’s Speech, therapist Lionel Logue helps
encourage the nervous king before he begins, saying, “Forget everything else and just
say it to me—say it to me, as a friend.”
Below is the link to the video of the final scene of the movie The King’s
Speech. Watch the video and do the task that follows.
Video Link: https://www.youtube.com/watch?v=6fY3BOcjAnw
173
If you were a speech therapist and you have to encourage an anxious speaker,
what advice will you give him/her? Using a minimum of 250 words, write a letter
addressed to your student stating your piece of advice that will help him/her feel more
confident about delivering a manuscript speech effectively.
Use the following format: computerized, font size 12, font style Times New
Roman.
Make sure that your letter has the following parts: date, salutation, body,
complimentary close, and signature. Research online for various letter formats you
may use.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
I. Objectives

one’s speech.

speech delivery.
Manuscript speech
EN11/12OC-IIcj-23.4
174
II. Content
A. Subject Matter : Reading from a Manuscript

C. Strategy : Small Group Discussion (SGD)

C. Materials : Laptop, PowerPoint Presentation, Rubrics
Activity 1
Group the students into five members each. Assign each group one line from
the following list.
Certain things catch your eye, but pursue only those that capture the
heart. (Ancient Indian Proverb)
He who asks is a fool for five minutes, but he who does not ask
remains a fool forever. (Chinese proverb)
Our greatest glory is not in never failing, but in rising up every time we
fail. (Ralph Waldo Emerson)
In order to succeed, we must first believe that we can. (Nikos
Kazantzakis)
By failing to prepare, you are preparing to fail. (Benjamin Franklin)
There is no passion to be found playing small—in settling for a life
that is less than the one you are capable of living. (Nelson Mandela)
People will forget what you said, people will forget what you did, but
people will never forget how you made them feel. (Maya Angelou)
Too many of us are not living our dreams because we are living our
fears. (Les Brown)
I am not a product of my circumstances. I am a product of my
decisions. (Stephen Covey)
Build your own dreams, or someone else will hire you to build theirs.
(Farrah Gray)
Have students imagine that they are a group of life coaches.

Their goal is to deliver a message based on the quote assigned to them
that will inspire an audience their age. Tell them to work together and
prepare a short speech which will last for two to three minutes. Let
each member in the group assign a speaker who will deliver it. Tell
each group to end their speech with the line assigned to them.
Note: See Appendix 1 for the Rubric for Manuscript Speech Evaluation
175
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
Appendix 1
Rubric for Manuscript Speech Evaluation

(5) (4) (3) (2) (1)
observed.
the main points.
176
avoided.
Non-verbal message.
Total
Grand Total /115
Legend:
I. Objectives

one’s speech.

speech delivery.
memorized speech
EN11/12OC-IIcj-23.5
II. Content
177
A. Subject Matter : Memorized Speech
C. Strategy : Small Group Discussion (SGD), Lecture

B. Other References : https://www.youtube.com/watch?v=S6GPicVYCvs
C. Materials : Laptop, PowerPoint Presentation, Rubrics for Memorized
Speech
IV. Procedure
-Prayer
-Checking of attendance
A. Activity
1. Individually, ask students to write on a one-fourth sheet of paper a quotation or

adage that has inspired them through the years. (Example: “It is when things seem
worst that you must not quit.”)
2. After writing their inspiring line, ask students to fold the piece of paper and have
them drop their folded paper in the box, which the teacher will pass around.
3. Once all the sheets of paper have been collected, the teacher will pass around the
box again. This time, the teacher will ask students to pick a piece of paper. Make sure
they do not get their own paper.
4. Students are given five minutes to memorize the inspirational quote and plan for
appropriate facial expressions and gestures.
5. One by one, they will deliver the line in front of the class, without the copy and
with the appropriate nonverbal cues.
B. Analysis


2. Were you able to accomplish the task? Why or Why not?
3. What type of speech according to delivery do you think is evident
in the activity? Why do you say so?
178
C. Abstraction
Think of a song that you have memorized by heart. This song may
have created a great impact on you and inspired you to see life positively or
helped you get up after a failure. Choose a stanza, chorus, or refrain—
whatever is most important to you.
Deliver the lines in class as if they were part of a speech. Make sure to
vary the volume, rate, and pitch of your voice when delivering the excerpt.
Focus on appropriate facial expressions and gestures during the delivery.
The teacher facilitates discussion on the following topics.
A memorized speech requires you to commit the speech to memory so

that you do not bring your notes when delivering it. As with the manuscript
speech, you also run the risk of sounding mechanical during a memorized
delivery. For this reason, keep your memorized speech short and work harder
on your facial expressions and the tone of your voice.
When should you memorize? Although keeping a speech in memory is

needed only on very rare occasions, memorizing a speech can help you
achieve a smooth and effortless delivery. You do not need to focus on notes or
a manuscript. You can concentrate on maintaining eye contact with your
audience, establishing rapport, and interacting with your audience. Since
memorizing can be very tough and mechanical, it is best that you memorize
short speeches for special occasions. A memorized speech works best for the
introduction of a guest, acceptance of award or recognition, toast, eulogy,
tribute, and the like.
DISADVANTAGES OF THE MEMORIZED SPEECH
1. You might forget what you are supposed to say. Long pauses can create a
very awkward moment between you and your audience.
2. You might memorize the speech mechanically. This can result in a very
unnatural delivery.
3. You might focus on content. Consequently, groping for the right words
might make you look uptight and stiff.
4. You might be too tied to remembering your script. This will give you no
chance to pay attention and respond to audience feedback.
ADVANTAGES OF DELIVERING A MEMORIZED SPEECH
1. You do not need notes anymore. Since the speech is memorized, you do not
have to worry about when to read and when to glance at your audience.
179
2. You can plan gestures, facial expressions, and movement. When you know
the speech by heart, it will be easier for you to work on nonverbal
communication.
3. You can concentrate on visual aids and props. A memorized speech will
help you focus more on your props if you have any.
4. You will feel more confident. If you know that you have committed the
speech to memory, you will not be anxious about running out of words or not
knowing what to say.
TIPS IN MEMORIZING A SPEECH
1. Break it down! You cannot memorize a speech in one sitting. If your speech
has four paragraphs, you should focus on one paragraph at a time. Once you
have memorized the first paragraph, focus on the next one.
2. Build it up! After memorizing the speech in snippets, you need to put them
together. Recite the first paragraph and move on to the second. After this,
recite the first and second paragraphs and move on to the third. The next thing
you know, you have completed your speech.
3. Speak out! Do not memorize the speech silently. When you recite your
speech over and over while memorizing it, your brain multitasks and aids your
memory retention.
4. Identify keys! Identify a key point in every paragraph. Even if you miss out
some of the words in the actual speech delivery, you can easily expound on
the key points.
5. Have a break! After memorizing some parts of your speech, take a break for
some hours or for a day. After this, recite the speech again. This will test how
well you can recall what you think you have memorized.
6. Record and listen! Record yourself delivering the speech and listen to it
over and over again. Like a song, the speech will get stuck in your head.
7. Use note cards! Write one key point on one note card. Bring these note
cards wherever you go and take them out whenever you have extra time to
memorize, especially during idle times of the day.
D. Application
Speeches for special occasions are a perfect fit for a memorized speech
because they are short and simple. Now, ask students to choose any of the
following occasions and write a five sentence speech that they will deliver in
class.
1. Introducing a person
2. Giving a toast during a wedding
180
3. Presenting an award
4. Accepting an award
5. Giving tribute to a person, place, or event
Before the speech delivery, ask students to find a partner who will
evaluate their speech and whom they will evaluate as well. Provide students
with a rubric as a basis for their evaluation. Then, tell students to remember
the following tips.
1. Keep the speech brief.

2. Observe the speech writing process.
3. Research on words, names, dates, and titles to be used in the speech, so that
you choose only the most accurate ones.
4. Give a short introduction as some members of the audience may not know a
lot about the occasion.
5. Memorize the speech so that you can focus on maintaining eye contact,
facial expressions, gestures, and voice expression.
E. Assessment
The application serves as assessment (See Appendix 1 for the Rubric)
F. Assignment
Below is a link to the video of the best man’s speech by Hugh Grant in
the movie Four Weddings and a Funeral. In an essay of 300 to 500 words,
write about what makes the speech effective. What techniques did the speaker
use which you were also able to apply in your memorized speech delivery?
Write about other techniques that you plan to emulate the next time you
deliver a memorized speech.
Follow the following format when writing your essay: computerized,
double-spaced, font size 12, font style Times New Roman.
Hugh Grant’s best man speech in Four Weddings and a Funeral

https://www.youtube.com/watch?v=S6GPicVYCvs
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
181
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
Appendix 1
Rubric for Memorized Speech

(5) (4) (3) (2) (1)
observed.
Content
attention.
182
Verbal size.
well.
maintained.
are avoided.
Non-verbal message.
Total
Grand Total /115
Legend:
I. Objectives

one’s speech.

speech delivery.
memorized speech
EN11/12OC-IIcj-23.5
II. Content
A. Subject Matter : Memorized Speech
183
C. Strategy : Small Group Discussion (SGD), Film Viewing

B. Other References : https://www.youtube.com/watch?v=llgL7mGYVTI
http://www.youtube.com/watch?v=v70pNFdsBSg
https://www.youtube.com/watch?v=-hTTwSQPmMo
C. Materials : Laptop, PowerPoint Presentation, Rubrics
Activity 1
Have students work in groups of five.

Below are links to the videos of different acceptance speeches
delivered during various awarding ceremonies.
Imagine that you are judges of a Best Acceptance Speech Award.
Choose the best acceptance speech among the three and discuss the reasons for
your decision.
The group member with an incoming birthday closest to the current
date will share your group’s insights and justification to your decision.
Halle Berry (Oscars, 2002) https://www.youtube.com/watch?
v=llgL7mGYVTI
Charlize Theron (Oscars, 2004)
http://www.youtube.com/watch?v=v70pNFdsBSg
Sandra Bullock (Oscars, 2010)
https://www.youtube.com/watch?v=-hTTwSQPmMo
Note: See attached Rubric as basis for your evaluation
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
184
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
Appendix 1
Rubric for Memorized Speech

(5) (4) (3) (2) (1)
observed.
Content
attention.
185
Verbal size.
well.
maintained.
are avoided.
Non-verbal message.
Total
Grand Total /115
Legend:
I. Objectives

one’s speech.

speech delivery.
Impromptu speech
EN11/12OC-IIcj-23.6
II. Content
A. Subject Matter : Impromptu Speech

C. Strategy : Small Group Discussion (SGD); Lecture
186

C. Materials : Laptop, PowerPoint Presentation, Rubric
IV. Procedure
-Prayer
A. Activity
1. The teacher will ask students to think of one thing that makes them happy. Then,
tell them to write it on a 1/4 sheet of paper.
2. Have students fold the paper and submit it to the teacher. Then, the teacher will
collect all the folded pieces of paper and place them in a box.
3. The teacher will call a volunteer to pick a piece of paper. He/she will then be given
one minute to say something about the word or phrase on that paper.
4. Everyone in class will be given the opportunity to speak in front.
B. Analysis


2. What type of speech according to delivery do you think is evident in the
activity? Why do you say so?
C. Abstraction
Impromptu speeches are delivered with little or no time for
preparation. In most instances, you are called to speak at the spur of the
moment because you are expected to be knowledgeable about the subject.
For example, your teacher assigned you to read an article before the
class starts. Then, during the class you were asked to deliver an impromptu
speech about what you have learned from the article. Another instance to
illustrate an impromptu situation is when you are asked by a friend or a
relative about your current or planned vacation trip or when you are
campaigning for a position in school and you are asked by your fellow
students to respond to their questions.
STRATEGIES IN ORGANIZING AND DELIVERING AN

IMPROMPTU SPEECH
187
Below are some of the strategies that you can follow when you organize and
deliver an impromptu speech.
1. Past, Present, Future
Example: In the past, I was not comfortable in making impromptu

speeches because I could not think right away of what to say; maybe it was
because of nervousness and lack of time to prepare. At present, however, I
am enjoying it because I constantly practice and keep on exposing myself
to any speaking situation. In the future, I look forward to teaching others
how to survive impromptu speech situations.
2. Point-Reason-Example/Explanation-Point Example:
Point: I love Facebook.

Reason: I have two reasons for this: one, it helps me easily reconnect with
old friends; and, two, I am updated on the happenings around me.
Example/ Explanation: Through Facebook, I am able to contact my old
friends from other countries and reminisce about wonderful memories. I
am glad to be able to reconnect with friends even if it’s only through
online means. Also, through posts on Facebook, I learn about the current
events in the country—a fact which has a bearing on my role as a citizen
of this nation.
Point: Facebook, indeed, is a useful social network site. That is why I love
it.
3. Opening, Rule of Three, Clincher
Example:
Opening: Every time I see homeless families, it breaks my heart. That is

why I try to do at least three little things to help them.
Rule of Three
First, I feature them in my writings which I submit to editors for
publication. I highlight their sad and bad experiences living in the
streets and their dreams and aspirations in life.
Second, I actively participate in organizing and facilitating livelihood
programs for these families. •
Finally, I join different nonprofit organizations in campaigns and
awareness activities against poverty.
Clincher: These three are my baby steps toward achieving my vision of

helping homeless people and freeing this nation from the bondage of
poverty.
188
In some cases, you may find yourself unaware of or uninterested in the
topic. This usually happens and it is inevitable. Distinguished Toastmaster
Craig Harrison (2010) shares the following strategies that can help you
address the problem.
a. Bridging. This entails building a connection between what you do

know and what you do not know.
Example:
Topic: You are asked about your reaction on the conflict in Russia.
Problem: You have no knowledge about the existing conflict in Russia
because you do not follow it.
Solution: Find a way to bridge what you don’t know and what you do
know.
Response: “I would imagine the conflict in Russia to be like a conflict
in my own family. The following are some steps that I observed in
patching up the conflict, which, in a micro level, may be considered by
the Russian government…”
b. Reframing. This means rephrasing or redefining the topic into

something that you want to talk about. This usually occurs if you think
the topic is inappropriate or it is not meant for you.
If you are given a topic that you do not like or is not right for you,
don’t despair. Simply reframe it as a topic you’d like to respond to.
Redefine the topic as you believe it should be, or at least the way you’d
like it to be. Keep the structure but alter the subject. Rephrase the
question or even challenge it; you can even argue why the question
given is not the right question at all.
Example:
Topic: You are asked to compare two forms of government:

democratic and parliamentary
Problem: You think that it is not right for you because you are a
science major.
Solution: Find a pair of anything that you think is worth comparing.
You can compare natural science and social science in terms of
concepts and processes, or computers and humans in terms of capacity
and efficiency.
Response: “This question reminds me of the complexities in
differentiating two concepts in science. These are natural science and
social science. Just like democractic and parliamentary, these two
differ in terms of concepts and processes…”
c. Playing Devil’s Advocate. This refers to you standing on the opposite

side.
Example:
189
Topic: You are asked whether or not the government should allocate a
bigger budget for national defense.
Problem: You have no idea about the defense system and you are
more knowledgeable with education.
Solution: Say no to defense and yes to education.
Response: “Instead of allocating more money to national defense, why
not allot it to education? Let me tell you why education should be
prioritized…”
SOME USEFUL TIPS IN EFFECTIVE IMPROMPTU SPEECH DELIVERY
Before the Speech
1. Smile.
2. Relax by thinking about positive things. Keep telling yourself, “I am a
brilliant speaker. I will nail this presentation.”
3. Identify your purpose. Is it to inform, to entertain, to welcome, congratulate,
to apologize, or to give birthday greetings?
4. Think of one big word that can serve as your main point. If you think you
have enough, think of the rule of three.
5. Start outlining in your head. Focus on what to say first. Be reminded that
your first few words are crucial, so make them strong, powerful and
catchy.
During the Speech
1. When you are called, keep composed. Walk slowly to the lectern or the
center stage.
2. Shake hands with the one who introduced you, if necessary.
3. As you stand to deliver, establish eye contact, and begin right away with
your opening statements. Part of your opening is greeting your audience.
4. From your initial idea to the next, use appropriate transitional devices.
5. Observe appropriate and effective nonverbal cues.
6. Observe time limit. Remember, you barely have five minutes to say
something.
After the Speech
1. Say thank you.

2. Return to your place comfortably.
D. Application
On a ¼ sheet of paper, write the name of one local or international personality.

Make sure that the personality is still alive. Examples can be world leaders, scholars,
show hosts, writers, educators, medical practitioners, lawyers, fashion designers, and
190
others. Fold the paper. The teacher will provide a box where you have to drop your
folded piece of paper.
Now, read the following situation.
Your dean assigns you to represent your school in a summit. There, you meet
a local or international personality. You realized that you had the perfect opportunity
to talk to that person. What would you say?
Pick a name from the box and address the question above in front of your
classmates. Make sure you apply the strategies learned from this lesson. You have
two minutes to prepare and two minutes to speak. Your teacher will signal once you
have reached the time limit.
See Attached Rubric for Assessment
E. Assessment
Application serves as assessment.
F. Assignment
Conduct an interview with one student leader (student

government/organization officer, campus writers, etc.) on how he/she can actively
inspire others to initiate change in the community.
Ask permission from your interviewee to record the interview. If he or she is

not comfortable with this, write his/her responses instead. In class, find a partner and
exchange your gathered data. Present on the spot the information from the interview
to your partner. Once you are done, your partner should follow suit.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
191
______________________________________________________________________
other teachers?
______________________________________________________________________
Appendix 1
Rubric for Impromptu Speech

(5) (4) (3) (2) (1)
observed.
Content
attention.
Verbal size.
192
well.
maintained.
are avoided.
Non-verbal message.
Total
Grand Total /115
Legend:
I. Objectives

one’s speech.

speech delivery.
Impromptu speech
EN11/12OC-IIcj-23.6
II. Content
A. Subject Matter : Impromptu Speech

C. Strategy : Game-based Activity
193
C. Materials : Laptop, PowerPoint Presentation, pictures
Activity 1
Traditional Style
The teacher will ask each students to prepare three basic questions
relevant to various social issues and fields of study, such as global awareness,
civic literacy, political system, health, education, governance, business,
sciences, technology and communications, engineering, law, and gender. Each
question will be written clearly on a one-fourth sheet of paper, which will be
submitted to the teacher. Once given, the teacher will put these sheets in a fish
bowl or box and shuffle them.
Once it is the student’s turn to speak, they will pick a paper. Students
are given two minutes to prepare and two minutes to speak. The teacher will
signal once they have reached the time limit.
Activity 2
Photo Prompts
The teacher will prepare pictures reflecting current events.
Each picture may be placed in a PowerPoint Presentation slide or

pasted on a bond paper. Once it’s their turn to speak, the teacher will show
them a picture. Students have two minutes to prepare and two minutes to
speak. The teacher will signal once a student have reached the time limit.
Activity 3
Box of Surprises
The teacher will prepare a big box and will request each of the students
to put in one object found inside their bag. Once it’s their turn to speak,
students pick one item from the box without looking. They have two minutes
to prepare and two minutes to speak. The teacher will signal once they have
reached the time limit.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
194
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
I. Objectives

one’s speech.

speech delivery.
Extemporaneous speech
EN11/12OC-IIcj-23.7
II. Content
A. Subject Matter : Extemporaneous Speech

C. Strategy : Lecture; Small Group Discussion

195
IV. Procedure
-Prayer
A. Activity
On a ¼ sheet of paper, the teacher will ask students to write a problematic

situation that people may encounter on any day.
Sample situation: You were walking alone on the street when a man suddenly put his
arms around you and demanded that you give him your valuables.
The teacher will ask the students to put these pieces of paper in a box. Let the
student pick a piece of paper, read the problem and outline their ideas. Then, let them
discuss in two-three minutes how the problem can be possibly handled or solved. The
teacher should make sure they do not get the problem they wrote.
B. Analysis
(The teacher will ask the students the following questions, consolidate them and lead
them to the lesson)

2. What type of speech according to delivery do you think is evident in the activity?
What makes you say so?
C. Abstraction
The teacher facilitates discussion of the following topics.
DEFINITION OF EXTEMPORANEOUS SPEECH
An extemporaneous speech is a planned and prepared speech. Unlike

memorized or manuscript speeches which are delivered word-for-word, an
extemporaneous speech is delivered with the help of short notes and a clear outline.
Most people who speak in public often prefer the extemporaneous method of
delivery. Although it might look more challenging than the manuscript or memorized
speeches, it is more spontaneous and personal.
THREE STEPS IN STUDYING YOUR EXTEMPORANEOUS TOPIC
196
1. Identify the type of extemporaneous question that you have to answer.
Is it a question of fact?
This type of question is typically answerable by “Yes” or “No.” It revolves
around whether something is true or not, existent or not.
Example: Is Syria’s crisis a problem of the whole world?
Is it a question of value? It is centered on whether a topic is good or bad,

moral or immoral, just or unjust.
Example: Is it better for the European nations to step in and aid Syria or ignore
the country’s civil crisis?
Is it a question of policy? It is focused on what policy or rule should be

followed.
Example: Should European countries enforce laws to accommodate Syrian

refugees?
2. Determine the purpose appropriate to your topic.

3. Stick to your topic and look at all of the sides and angles of the problem.
STEPS IN PREPARING FOR A SUCCESSFUL EXTEMPORANEOUS

SPEECH
1. Reinforce! You may explore other main points, but always refer back to
your thesis. This will greatly help your audience remember your message.
2. Capture! State the central idea of your extemporaneous speech in one
declarative sentence. Keep your sentence specific. Ask yourself what you want
your audience to know exactly.
3. Develop! Now that you have a clear central idea, you are ready to map out
the supporting points in an outline.
4. Introduce! In the introduction, make sure you:
o grab the attention of the audience with a striking one-liner.
o give a short background by explaining why they have to listen.
o state your thesis.
5. Check! Develop at least three main points and check each of them with
these questions:
o Does each point have one single idea?
o Does each point reiterate the thesis statement?
o Does each point prepare the discussion of the next main point?
6. Supply! Make sure that each main point has enough examples, testimonies,
statistics, or cases. In doing this, you give the audience new information or
views to learn from.
7. Conclude! Reinforce your introduction by coming up with a closing

attention-getter that is related to your opening. Connect the needs and interest
of your audience with the theme of your speech. Restate your thesis or review
your main points.
197
Sample Outline for an Extemporaneous Speech
I. Introduction
A. Opening attention-getter
B. The need to listen
C. Thesis Statement
II. Body
A. Main Point 1
1. Subpoint 1
a. Evidence
b. Statistics
2. Subpoint 2
a. Evidence
b. Statistics
B. Main Point 2
1. Subpoint 1
a. Evidence
b. Statistics
2. Subpoint 2
a. Evidence
b. Statistics
III. Conclusion
A. Closing attention-getter
B. Restatement of thesis or review of main points
D. Application
The teacher ask students to work in groups of five. Then, tell them to read the
following scenario.
A ship is sinking and only one lifeboat is available. There are seven (7)
passengers left, but the lifeboat can only accommodate six (6). You have to decide
who among the following passengers you will save:
1. a ten-month-old baby
2. a sixty-five-year-old woman (the sole relative of the baby)
3. a pregnant woman suspected to be a prostitute
4. a twelve-year-old boy with a 140+ IQ
5. an athlete who advocates for LGBT rights
6. a doctor who may find a cure for lung cancer but is a drug addict
7. the captain of the ship
Tell students to justify their decision. Ask each group to choose one
representative who will share their decision and the justification with the rest of the
class.
Note: See Appendix 1 for the Rubric for Extemporaneous Speech
E. Assessment
198
Application serves as an assessment.
F. Assignment
Reflect on what you have learned after taking up this lesson by completing the
chart below.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
199
Appendix 1
Rubric for Extemporaneous Speech

(5) (4) (3) (2) (1)
observed.
Content
attention.
Verbal size.
200
well.
maintained.
are avoided.
Non-verbal message.
Total
Grand Total /115
Legend:
I. Objectives

one’s speech.

speech delivery.
Extemporaneous speech
EN11/12OC-IIcj-23.7
II. Content
A. Subject Matter : Extemporaneous Speech

C. Strategy : Film Viewing

201
B. Other References : https://www.youtube.com/watch?v=lCN6FjqDcHg
C. Materials : Laptop, Video, Worksheets
Activity 1:
Tell if each of the extemporaneous topics below is a thesis statement to a

question of fact (F), question of value (V) or a question of policy (P).
Write the letter that corresponds to your answer before each number.
_____1. Video games make their players violent.

______2. Marijuana should be legalized.
______3. Using cell phones while driving is dangerous.
______4. Adoptees should have the right to know who their parents are.
______5. Zoos are not good for the conservation of the species.
______6. Examination results provide real indication of ability.
______7. Knowing your ancestry is important.
______8. Absences cause students to fail a subject.
______9. Love is more powerful than hate.
______10. Forgiving is forgetting.
______11. We are what we eat.
______12. College students should have curfews.
______13. The school is a second home.
______14. A half truth is a whole lie.
______15. Jeepneys cause traffic in the Philippines.
______16. Junk food should not be sold in campus.
______17. The President of the Philippines should be responsible for the 2015
Mamasapano massacre.
______18. Filipinos eat healthy.
______19. Assignments stress students on weekends.
______20. Eating should be allowed in the classroom.
Activity 2:
Group activity
Below is a link to the speech of Carl Aquino, Class 2010 Valedictorian
of West Hall High School in the USA. Group yourselves into five. Watch the
video and in an essay of not less than 500 words (computerized, double-
spaced, font size 12, font style Times New Roman) identify the problems that
students face in high school and the solutions to these as shared by the
speaker. Lastly, discuss strategies and techniques which the speaker used to
make his speech more attention-getting.
Carl Aquino’s Speech (https://www.youtube.com/watch?v=lCN6FjqDcHg)
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
202
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
I. Objectives
A. Content Standards: The learner realizes the rigors of crafting one’s

speech.
B. Performance Standard: The learner proficiently delivers various speeches
using the principles of effective speech delivery
C. Learning Competency and code: At the end of the lesson, 80% of the learner use
principles of effective speech delivery in different
situations specifically on speaking to a specific
audience size
EN11/12OC-IIcj-24.1
Quarter: II Week 6 Day: 22
A. Subject Matter: :
: Speaking to a Specific Audience Size
B. Strategies: : Collaborative, Game based Instruction (GBI), Lecture
C. Integration : Personality Development, ESP
II. Content

pp. 82-83
B. Other References : Source: https://www.youtube.com/watch?v=ReE7-X70iPU
: Source:http://theaccidentalcommunicator.com/create/size-
matters-shaping-your-speech-to-match-your-audience
C. Materials : Tagboards, DLP, Laptop
IV. Procedure
203
 Prayer
 Greeting
Review
Quiz Bowl
Have the students group themselves into five and provide them tag boards
where they will put / write their answers.
The following reminders are:
Each group will be given 5 seconds to read and answer each item
After five seconds, group who fails to raise their tag board will be
disqualified and will no longer have points even if their answer is
correct
Noisy group’s score will be deducted
Strictly no cheating, if caught, the group will no longer be allowed to
continue
Items for the quiz bowl:
1. What type of speech aims to provide the audience with acceptable ideas
that can influence their own ideas and decisions.
Answer: persuasive speech
2. What type of speech uses humorous and amusing statements
Answer: Entertainment speech
3. What type of speech aims to persuade and convince
Answer: persuasive speech
4. What type of speech aims to provide the audience with a clear and
comprehensive understanding of a concept or idea
Answer: informative speech
5. What type of speech has limited preparation and guided by notes or
outline
Answer: extemporaneous
6. What type of speech delivered without advanced preparation
Answer: impromptu
7. What type of speech delivered through reading aloud a written message?
Answer: manuscript
8. What do you call to a speech delivered through reciting a written
message word-for-word from memory
Answer: memorized speech
A. Activity
The learners will be asked to watch a video clip and let them observe how the
speaker delivers his speech in front of the crowd.
Ryan Avery of USA, 2012 Champion
Source: https://www.youtube.com/watch?v=ReE7-X70iPU
B. Analysis
Ask the students the following:
204
1. What is the video all about?
2. What are your observations on the delivery of the speaker?
3. How did the speaker manage or approach his audience? Is his approach
effective and appropriate? Why?
C. Abstraction
Speaking to a specific audience size
Description Audience size depends on the venue size

Advantages you can determine your approach with your audience:
more intimate and personal for a smaller size;
Disadvantages this can be challenging and intimidating
Tips Ask the organizers about the estimated number of the
audience so you can adjust your delivery
- Practice, practice, practice
Types of Audience
One of the first questions that has to be answered is just how many different size
audiences are there out there? Cliff Suttle has taken a look at this and he believes
that there are four different common audience sizes:
 Conversation Size: an audience of 1 up to 10 people.

 Speech Size: an audience of 10-40 people.
 Performance Size: an audience of 40-100 people.
 Show Size: an audience of 100 or more people
The reason that the size of your audience matters is because you need to tune
your speech to meet the needs of that size audience. Just as a clown at a birthday
party does different things to entertain its audience from what a comedian at a
nightclub does, so to does a public speaker need to make changes to suit the size
of his/her audience.
Once you know how large of an audience you’ll be talking to, you can adjust your
speech to best match the needs of that audience. You’ll have to take a different
approach for each type of audience:
 Conversation Size: the key to satisfying this type of audience is to NOT deliver
a formal speech. Instead what you want do is to have an intimate conversation
with them. You’ll need to be able to be flexible in order to adjust your speech
to meet the changing moods of your audience.
 Speech Size: the audience size is still small enough that you are going to be
able to use a conversational tone, but you are going to have prepare and deliver
a formal speech. Eye contact becomes very important and you need to make
hand gestures in order to include everyone in you speech.
205
 Performance Size: for this type of speech, taking the time to memorize your
speech can be a big help because it will free you up to focus on HOW you say
it. You are going to have to speed up the eye contact and not spend too much
time looking at any one person. If you make your audience laugh, be sure to
give the entire audience time to laugh before you start speaking again.
 Show Size: One of the most important points about speaking to a large
audience has nothing to do with your words – it’s all about self-confidence.
Being confidant and taking and owning the stage are critical parts of winning a
large audience over to your side. There will no longer be an opportunity to
make eye contact with individuals in the audience, instead you’ll have to look
at sections of the audience in such a way that they all feel as though you are
looking at them individually. Your use of vocal variety becomes critical to
keeping your audience engaged in your speech.
The teacher will also emphasize that too often when we are asked to give a
speech we will spend all of our time thinking about the speech and not spend
any time thinking about the audience. All audiences are not created the same.
We need to tailor our speeches to meet the needs of the size audience that we
are addressing.
When preparing a speech always plan for the big show. Then spend some extra
time scaling it down to match your audience. This way you’ll have a backup
plan if more people happen to show up.
Learn to do this well and you’ll be able to intimately connect with your
audience and make an lasting impact in their lives.
Source: http://theaccidentalcommunicator.com/create/size-matters-shaping-
your-speech-to-match-your-audience
D. Application
The class will be divided into 4 groups. Each group will show a short play of the
different type of audience. They will assign a speaker, who will apply all the
appropriate approaches to the type of audience they will picked, others will play as
an audience. The following type of audience are:
 Conversation Size: an audience of up to 10 people.

 Speech Size: an audience of 10-40 people.
 Performance Size: an audience of 40-100 people.
 Show Size: an audience of 100 or more people
After the presentation, one representative for each group will be asked to give
feedback on the presentation using the following guide question
a. What are your observation on the delivery of the speaker based on the size
of his/her audience? Is he effective?
b. Can you cite the appropriate approaches of the speaker considering the size
of his/her audience?
E. Assessment
206
Individual Activity: Box of small & big surprises
The teacher will prepare a big box and will request each of the students to put in
one object found inside their bag either small or big objects. The teacher will
label the objects A & B. Once it’s their turn to speak, they will pick one item
from the box without looking. If they picked the object with the label of A they
will imagine that they are going to speak in a small size audience and if they pick
the object with the label of B, they will imagine themselves speaking in front of a
large crowd. They are free to select what type of speech they will use. They will
be given two minutes to speak and the teacher will signal once the students have
reached the time limit. Students will be graded based on the rubric below.
F. Assignment
As a group, watch any of the videos, refer to the link below and complete the
table with your assessment.
207
• Why We Tell Stories by Patricia Evangelista https://www.youtube.com/watch?
v=GczfdbrQNzc
• Our Return on Investment by Sabsy Ongkiko (spoken in Tagalog)

https://www.youtube.com/watch?v=FgOi4ZR57fA
• Why I Must Come out by Geena Rocero
https://www.youtube.com/watch?v=mCZCok_u37w
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
208
VI. Reflection

____________________________________________________________________
2. No. of learners who require additional activities for remediation who scored below
80%
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________

____________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me
solve?
____________________________________________________________________
other teachers?
____________________________________________________________________
209
I. Objectives

speech.
speeches using the principles of effective speech
delivery
C. Learning Competency and code: At the end of the lesson, 80% of the learner use
principles of effective speech delivery in
different situations focusing on speaking in an
open-air venue or outside the building.
EN11/12OC-IIcj-24. 2
II. Content
A. Subject Matter: Speaking in an Open-air Venue or Outside the Building

B. Strategies: Collaborative, Inquiry Based Instruction (IBI), Lecture
C. Integration Personality Development, ESP (Gender- Sensitivity)

pp. 82-83
B. Other References : https://www.youtube.com/watch?v=Kpik6iVB3RU
C. Materials : DLP, Laptop, Speaker
IV. Procedure
 Prayer
 Greeting
Review
The teacher will ask one representative to give a recap of the previous discussion on
(speaking to a specific audience size)
The following question will also be raised to the learners
210
1. What are the advantages and disadvantages of having a small/ large audience
size?
2. What are the type of Audience size?
A. Activity
Have the students watch a video of "Its Ok to be Gay" | Jesse Morrell Open Air
Preaching https://www.youtube.com/watch?v=Kpik6iVB3RU
B. Analysis
After the video presentation, ask the following:
2. What are your observations on the delivery of the speaker?
3. Are there problems encountered by the speaker during his speech delivery?
4. How did he manage the obstacle encountered?
C. Abstraction
The teacher will facilitate in the discussion on the speaking situation focusing on:
Speaking in an open-air venue or outside a building
Speaking in an open-air venue or outside a building
Description Examples are open courts or grounds, football fields,

farms, etc
Advantages You will feel more relaxed due to the atmosphere of the
venue.
Disadvantages You will encounter a lot of communication barriers such
as noise, inattentive audiences, discomfort, challenging
weather, possible absence of technology such as audio-
visual equipment, etc.
-You might be forced to make adjustments, especially in
voice projection.
Tips Check the venue prior to your speaking engagement.
-Ask the organizers about the availability of equipment.
-Challenge yourself on how you can get and maintain
the attention of your audience.
-Use the outdoor setting or venue to your advantage as a
way of jumpstarting your speech or as an example to
support your main point.
-Practice, practice, practice.
According to Dlugan 2011, Speaking outdoors is one of the most difficult

challenges faced by a public speaker. He suggested 8 Tips for Successfully
Speaking Outdoors
1. Get attention.
If the speech is not part of a planned agenda, it can be difficult even
getting the group to look in your direction, much less listen to a speech.
How do you get attention? A booming voice, helpful assistants, or a noisy
instrument helps.
211
2. Gather people as close as you can.
Outdoor events tend to be fairly relaxed (that’s why you are
outdoors) and people are spread out much more than they would be at a
comparable event indoors. By gathering people closer, you improve sight
lines, make it easier for everyone to hear you, and increase audience
connection. It is well worth your effort to ask people to move in closer.
(Not everyone will, but some will, and that’s an improvement.)
3. Move up higher.
If there’s a podium to speak from, great. But there usually isn’t. To
help everyone see you (and your gestures) better, figure out some way to
get higher. Sometimes the landscape will provide for you (e.g. a raised
mound; a big rock). Other times, you have to get more creative (e.g. a
chair; a milk crate; a picnic table; a tree stump). But please, be careful of
your footing.
4. Speak loudly.
If you have a timid voice, you are going to have a very difficult time
in this environment. Speaking loud is often necessary for you to to be
heard at all, and will help you to keep your audience’s attention when
distracting sounds invade.
5. Arrange for audio help, if possible.
Megaphones and microphones can be tricky to use, but if they are
available, I encourage you to use them. If your audience has to strain too
hard to hear you, they may give up and watch the clouds instead.
6. Use broad gestures.
There are so many moving distractions outside that you’ll often need
to be particularly expressive to compete with them.
7. Position yourself so the sun is not in your audience’s eyes.
Looking into the sun is too much to ask for most audiences. Position
yourself so the sun is off to the side or, if necessary, in your eyes. Hope for
clouds (but not rain).
8. Keep your remarks brief.
You have a captive audience in a lecture theater, but outdoors, most
people want to get back to relaxing, talking, or joining the burger line-up.
If you respect this, your audience will thank you.
Link : http://sixminutes.dlugan.com/speaking-outside/
212
D. Application
-The learners will be grouped into 8. They will simulate/ show the 8 tips to
become effective speaker in an open air venue. Each group will only be given 2
minutes.
Note: The activity will be done outside the classroom.
Group 1: Get attention.
Group 2: Gather people as close as you can.
Group3: Move up higher.
Group 4: Speak loudly.
Group 5: Arrange for audio help, if possible.
Group 6: Use broad gestures.
Group 7: Position yourself so the sun is not in your audience’s eyes.
Group 8: Keep your remarks brief.
E. Assessment
Group students into five and have each group perform one of the
following activity applying all the eight tips discussed to become effective
speaker in an open –air venue. Piece for the presentation will be provided by
the teacher.
1. Jazz Chant
2. Spoken poetry
3. Dramatic Reading
4. Verse Choir
Scoring criteria VGE GE SE LE N
(5) (4) (3) (2) (1)
1.Able to get the audience’s attention
2.Properly gathered audience as close as
he/she can
3.Moved up higher
4.Voice was well modulated
5.Eye contact was effectively used
6.Used broad and clear gestures.
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
F. Assignment
The learners will be asked to read in advance other speaking situation
specifically on speaking in different venues. They are also required to look for the
advantages and disadvantages of this speaking situation.
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
213
VI. Reflection

____________________________________________________________________
80%
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
6. What difficulties did I encounter which my principal or supervisor can help me
solve?
____________________________________________________________________
other teachers?
____________________________________________________________________
214
Appendix
Piece for the Jazz Chant, Dramatic Reading, Spoken Poetry,
1. Sh! Sh! Baby's Sleeping!
I said, Sh! Sh! Baby's sleeping! I said, Sh! Sh! Baby's sleeping!What did you say?What did
you say?I said, Hush! Hush! Baby's sleeping!I said, Hush! Hush! Baby's sleeping!What did
you say?What did you say?I said, Please be quiet, Baby's sleeping!I said, Please be quiet,
Baby's sleeping!What did you say?What did you say?I said, Shut up! Shut up! Baby's
sleeping!I said, Shut up! Shut up! Baby's sleeping!
WAAAAAAAAAAAAAAAAAAA
Not anymore.
2. Big Mouth John Brown
Who did you see? I saw John.
John who? John Brown.
I can't hear you. I said John Brown.
I said John Brown. John Brown. John Brown.
What did he say? Who? John Brown.
John Brown? Yes.
What did he say? He didn’t say anything.
Nothing? Not a word.
I don't believe it. I don't believe it. Big Mouth John Brown didn't say a word? Not a word.
I don't believe it. I don't believe it. Big Mouth John Brown didn't say a word? Big Mouth
John Brown didn't say a word.
3. Rain
It was raining, raining, raining hard. It was falling on my head. It was falling on the stars. It
was falling on the sun. It was falling on my shoes. I got soaking wet. I got soaking wet. But I
stayed outside. I stayed outside. The rain was sweet. The rain was warm. The rain was soft. It
reminded me of home. It was raining, raining, raining hard. It was falling, falling, falling on
the stars. It was raining, raining, raining hard. It was falling, falling, falling on the stars. Soft
rain Raining, raining Sweet rain Raining, raining Warm rain Raining, raining
Sweet soft Raining, raining Warm rain Raining, raining Sweet soft Raining, raining Warm
rain Raining, raining
215
4. Sally Speaks Spanish, But Not Very Well
Sally speaks Spanish, but not very well.
When she tries to speak Spanish, you really can't tell what language she's speaking or trying
to speak.
The first time I heard her, I thought it was Greek.
5. May By Jonathan Galassi
The backyard apple tree gets sad so soon,
takes on a used-up, feather-duster look
within a week.
The ivy’s spring reconnaissance campaign

sends red feelers out and up and down
to find the sun.
Ivy from last summer clogs the pool,

brewing a loamy, wormy, tea-leaf mulch
soft to the touch
and rank with interface of rut and rot.

The month after the month they say is cruel
is and is not.
216
I. Objectives

speech.
B. Performance Standard: The learner proficiently delivers various speeches
using the principles of effective speech delivery
C. Learning Competency and code: At the end of the lesson, 80% of the leaner use
principles of effective speech delivery in different
situations focusing on speaking in different
venues
EN11/12OC-IIcj-24.3
II. Content
A. Subject Matter : Speaking in Different Venues

B. Strategies : Collaborative, Lecture

pp. 82-83
B. Other References : https://www.google.com/search?q=Speaking+with+different
+venues&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi2
toan95DiAhUcJqYKHTVFAnwQ_AUIDigB&biw=1366&b
ih=667
C. Materials : DLP, Laptop, Speaker
IV. Procedure
 Prayer
 Greeting
A. Activity
The teacher will post the following picture and ask the students the following:
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1. What have you observed in the pictures?
2. Can you identify the venues where the speakers deliver their speeches?
-the teacher will process the students’ answers and emphasize that not all
speaking situations happen in the classroom. Some may happen in unfamiliar
environments like what is in the picture.
Picture A Picture B
Picture C Picture D
B. Analysis
Ask students the following:
1. Have you experienced delivering a speeches in different venues?
2. How did you manage speaking in different venues?
3. Can you name venues where speaker can possibly deliver his/ her speech?
C. Abstraction
The teacher will discuss the following:
Speaking in different venues
Description Speaking venues that vary according to size: classroom,

meeting or conference room, ball room, social hall,
auditorium, covered court, open court, etc.
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Advantages You will be exposed to different venues, which will add
to your public speaking experience
Disadvantages You will have to make big adjustments in terms of your
nonverbal cues: volume of voice, body language, facial
expression, etc.
Tips Check the venue days before your scheduled speech and
arrive hours earlier in the venue, so you can determine
the adjustments to make.
-For a large venue, speak more slowly, use pauses
frequently to highlight the most important ideas of your
speech, and make use of facial expressions and gestures.
When you use visual aids, make them more visible.
-In a small venue, your audience will see you up close.
Therefore, manage your notes well when you use them
and adjust your nonverbal cues as necessary.
Tips for different Venues:

Adjusting Voice and Speaking to Different Venues:
- Degree of formality
- Vocal modulation
- Projection
- Style
- Use of language and vocabulary
1. Venue Which Swallows Sound

- More projection needed
- A balanced stance
- Adequate breath capacity and good breath control
- A well opened mouth
- Forward tone
- Appropriate resonance
- Crisp consonants
- Rich vocal tone to aid audibility
2. Venue That Echoes

- Hard for the audience to hear and difficult for the speaker
- Use slower pace
- Lower pitch of voice
- Don't shout
- Avoid sending voice towards problem area - high roof, wooden walls,
etc.
- Direct voice towards absorbing materials - downwards towards people,
chairs, carpet
- On stage - avoid voice going into above-stage area
3. Venue Outdoors
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- Be as close as possible to audience
- Have wind behind you - don't speak into it or voice will be carried away
- Keep facing the audience directly
- Slow rate of speech so each word is defined
- Overdo consonant sounds to help with clarity
- Extending vowel sounds aids audibility
- Use gesture to reinforce message
- Shelter microphone from wind
D. Application
Each one will prepare three basic questions relevant to various social issues and
fields of study, such as global awareness, civic literacy, political system, health,
education, governance, business, sciences, technology and communications,
engineering, law, and gender. Each question will be written clearly on a one-
fourth sheet of paper, which will be submitted to your teacher. Once given, your
teacher will put these sheets in a fish bowl or box and shuffle them.
Once your name is called, go to the front of the class, pick a question and answer
it to the front.
The teacher will also assigned a specific venue where the speech is held.
E. Assessment
The activity in the application will served as an assessment.
Rubric will be used to rate the activity
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F. Assignment
With their group, learners are task to make a video presentation on their speech
delivery in different venues.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
221
teachers?
______________________________________________________________________
I. Objectives
speech.
delivery
different situations focusing on speaking with a
microphone
EN11/12OC-IIcj-24.4
II. Content
A. Subject Matter : Speaking With a Microphone

B. Strategies : Collaborative, Game based Instruction (GBI), Lecture
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pp. 82-83
B. Other References : https://www.youtube.com/watch?v=lCN6FjqDcHg
C. Materials : Laptop, Microphone, Speaker
IV. Procedure
 Prayer
 Greeting
Review
The teacher will ask a volunteer to give a short recap of the previous discussion
which is on speaking in different venues.
Some questions will be raised to facilitate the review
1. How will you manage the different kinds of venue when you have speaking
engagement?
A. Activity
The learners will be asked to watch a video clip and let them observe how the
speaker deliver his speech using a microphone “The Valedictorian Speech that
will change your life
Source:“https://www.youtube.com/watch?v=lCN6FjqDcHg
B. Analysis
6. What are your observations on the delivery using a microphone? Did the
microphone help the speaker to communicate his message?
7. How did the speaker use the microphone in his speech? Did he use it
appropriately?
C. Abstraction
Description, advantages, disadvantage, tips of speaking with a microphone
Description Its main function is to increase the volume of your

voice, not to clarify the pronunciation and enunciation
of words.
Advantages With a microphone, you can easily get the attention of
your audience because of the loudness of your voice.
Disadvantages Using a microphone can be challenging because there is
a tendency to underuse or overuse it.
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Tips Check the microphone if it functions well.
-Check your voice in the microphone to see whether
you are audible enough.
-In a small venue, you may not use a microphone, but
you need to manage your voice’s volume well.
How to use a microphone according to Kosara (2017)
1. Listen for your own voice.
This is the key and basically subsumes all of the points below. You have to
listen to your own voice coming through the speakers. Can’t hear it? Neither can
your audience. Is it fading in and out? Same for your audience. This isn’t magic,
it’s just a matter of some basic self-awareness.
If you’re unsure if others can hear you, ask! “Can you hear me?” Watch not just
for the people close to the podium, but the ones in the back. Are they giving you
the thumbs-up or are they looking confused?
2. Position of the microphone.
It has to be close enough to your mouth to pick up your voice, but not too
close. For a lapel mike, that means it needs to be high enough on your clothes,
and of course not covered by anything. A handheld mike needs to not just be
close to your mouth when you start speaking, but it needs to remain there.
Gesturing, slowly lowering your hand as you speak, or pointing it in some
random direction will all make the audience’s experience miserable.
3. Your position.
You need to stay close to the microphone. If you keep walking around or
turning your head away from a fixed microphone, people still won’t be able to
hear you. Even with a lapel mike, you need to figure out if it will pick up your
voice when you turn your head, and not just blindly trust that it will always be
able to hear you. Same as before, you need to keep listening to your voice as you
move around or turn your head.
4. Microphones are adjustable.
You’re tall? You’re short? The previous speaker was much taller/shorter than
you? Doesn’t matter, the microphone can be adjusted! Set it up for yourself. It
needs to point at your moth and be as close as possible. Saying something to the
effect of “I’m tall/short, so the mike doesn’t work” won’t help your audience. If
there’s a problem, fix it.
5. Popping noises.
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These are incredibly distracting and will work against you. It’s like spitting on
your audience. Don’t do it. Listen to your voice and if you notice popping, adjust
your microphone. Popping is caused by the little puffs of air you produce when
you speak hitting the microphone. Just moving the microphone down a bit (or off
to the side, but only a bit!) usually takes care of it.
6. Speak up!
Microphones and speakers amplify your voice, but that doesn’t mean you can
mumble and whisper. I see so many talks that are barely audible because the
speaker seems to think that the microphone can do magic. It can’t. It needs
sufficient input from you to work well.
What’s the point of giving a talk if people can’t hear you? If they’re straining to
hear you at all, or if you’re annoying them with loud popping noises, they’re not
going to listen to what you actually have to say. It doesn’t take much, just a few
simple things to keep in mind (and observe in others!) will make a huge
difference.
D. Application
Get the mic and speak!

The teacher will prepare a list of relevant and interesting pictures. These pictures
will be placed in a box, and then shuffled by the teacher. Once the student name
is called, the student will pick a picture and talk about it in front using a
microphone. The students’ speech must start with the phrase “I believe ….. The
students will be given 1-2 minutes to speak.
E. Assessment
Application part will serves as an assessment
Rubric will be used to assess the activity.

(5) (4) (3) (2) (1)
1. The speaker manage well his/ her voice
volume while speaking with a
microphone
2. Effectively used the microphone to
catch the audience attention
3. Speaker’s Voice was clear and well
modulated using the microphone
4. No popping noises was heard during the
delivery
5. The speaker shows confidence in his/her
delivery using a microphone
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
A. Assignment
225
The learners will be asked to prepare a campaign speech for next meeting’s
activity
V. Remarks
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
VI. Reflection

______________________________________________________________________
80%
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
I. Objectives

speech.
speeches using the principles of effective
speech delivery
different situations focusing on speaking with a
podium or lectern
EN11/12OC-IIcj-24.5
II. Content
A. Subject Matter: Speaking with a Podium or Lectern

B. Strategies: Collaborative, Game based Instruction (GBI),Lecture
C. Integration Personality Development, ESP
226

pp. 82-83
B. Other References : https://www.youtube.com/watch?v=mCZCok_u37w
C. Materials : Laptop, Cabbage Paper
IV. Procedure
 Prayer
 Greeting
 Review
Cabbage Game
The learners will pass around the cabbage paper while singing the song Im Alive
Alert Awake Enthusiastic. The cabbage paper contains statements that can either be
true or false. When the song ends, the person holding it will peel off one paper and
try to evaluate the statements written on it either it is true or false with brief
justification of their answers.
The following statements found in the cabbage papers are:
Quiz (True or False)

1. Microphone has to be close enough to your mouth to pick up your voice, but
not too close
2. If you keep walking around or turning your head away from a fixed
microphone, people still won’t be able to hear you
3. Microphones and speakers amplify your voice, So you are advised to just
mumble and whisper in delivering your message
4. With a microphone, you can easily get the attention of your audience because of
the loudness of your voice.
5. Using a microphone can be challenging because there is a tendency to underuse
or overuse it.
A. Activity
The learners will be asked to watch a video clip and let them observe how the speaker
deliver his speech using a podium “Why I Must Come out by Geena Rocero
https://www.youtube.com/watch?v=mCZCok_u37w
B. Analysis
9. What are your observations on the speakers’ delivery using a podium?
10. How did the podium help the speaker in her delivery? Was the podium helpful?
Why?
227
C. Abstraction
Speaking with a podium or lectern
Description A podium or lectern is a reading desk with a stand and a

slanted top.
Advantages - Notes can be placed on the slanted top, and will work
best for extemporaneous and manuscript speeches.
-The lectern can be used as a means to hide or cover
nervousness or stage fright
Disadvantages Some may have the tendency to hide their hands behind
the podium, which will not help them enhance their
message
Tips Stand straight, as good posture exudes confidence.
-Avoid gripping the edges of the podium with both
hands. Aside from this, also avoid hiding them behind
the podium.
-For extemporaneous and impromptu speakers, step to
the side occasionally once you have composed yourself,
so you can effectively use your gestures, make eye
contact, and connect more with your audience.
D. Application
The learners will be asked to write their names on a ¼ sheet of paper and let them
placed it on the box. The teacher will pick students name and ask them to deliver their
campaign speech (given as their assignment) using a podium/ lectern.
E. Assessment/ Evaluation
The application part will serves as an assessment.
Rubric
(5) (4) (3) (2) (1)
1. The lectern was effectively used by the

speaker to hide or cover nervousness or
stage fright.
2.The speaker confidently delivers his
speech with a podium
3.Speakers notes are properly placed on

the slanted part of the podium
228
11. Speakers delivers his/ her speech
comfortably with a podium
5.Speaker was able to deliver his/her speech

effectively with a podium
F. Assignment
The learners will be asked to watch a video on Speech delivery Techniques

http://pulse.pharmacy.arizona.edu/9th_grade/culture_cycles/language_arts/
tricks_and_techniques.html
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
229
I. Objectives
A. Content Standards The learner realizes the rigors of crafting one’s

speech.
B. Performance Standards The learner proficiently delivers various

delivery
C. Learning Competencies and Code At the end of the lesson, 80% of the learner
used principles of effective speech writing
focusing on audience profile.
Code: EN11/12OC-IIcj-25.1 (A)
II. Content
A. Subject Matter : Principles of Speech Writing (Audience Profile)

B. Strategies : Group/Collaborative Activity
C. Integration : Values Education (Unity and cooperation)
230

Publishing, Inc,
B. Other References : Principles of Speech Writing retrieved on
https://magoosh.com/pro-writing/speech-writing-audience-
analysis/
C. Materials : Manila Paper, pentel pen, Power point Presentation
IV. Procedure
 Prayer
 Greeting
A. Activity
Students are requested to form a group of five members. They will study the
following scenario.
SCENARIO: You were assigned by your school principal to be your school’s events
planner. Now, your task is to organize a welcome program for a foreign visitor who
will donate a two storey building for the senior high school students.
TASK: You are given 5 minutes to discuss the steps you will take to organize the
program. Assign one representative who will share the output of the group for two
minutes. Write your output on the Manila paper provided for your group.
B. Analysis
(After the presentation, the teacher will ask the students the following
questions to lead them to the discussion)
1. How did you plan for the program?
2. What difficulties did you encounter while planning?
C. Abstraction
The teacher will use a power point presentation in the discussion.
Writing an effective speech, just like events planning follows certain steps or
processes. The process for writing is not chronological or linear; rather, it is recursive.
That means you have the opportunity to repeat a writing procedure indefinitely, or
produce multiple drafts first before you can settle on the right one.
Look at the diagram of the speech writing process.
231
For this period, let please focus your attention to the topmost part of the
diagram- CONDUCTING AN AUDIENCE ANALYSIS.
Doing an audience analysis first is absolutely essential to making a great
speech. Without analyzing your audience prior to writing your speech, you are in
danger of “bombing” (or at least not doing very well), upsetting a lot of people, and
then feeling the compulsive need to move to a remote island.
3 major categories of Audience analysis

1. the WHO
2. the WHAT
3. the WHEN
THE WHO: THE DEMOGRAPHICS

 What is their occupation?
- Is this a business meeting?
- Do most of the people in your audience have the same occupation,
- Are they at least in the same industry?
 How much education do they have?
- What is your audience’s educational level? You should adapt for your
audience by adjusting your language.
 Which group do they belong?
- Does your audience belong to a specific group? Examples of groups would be
organizations like political parties, college students, sports fans, moms, single
people, etc. If your audience is made up of a specific target group, do some
RESEARCH! Go to a meeting or speak with some of the group members prior
to drafting your speech.
 Which cultures and languages do they identify with?
- Is the group you’re talking to a part of a particular culture or speak a foreign or
native language? Be careful to not use certain slang or figures of speech that
232
they may not understand. Most importantly, be careful that you don’t include
something (like jokes) that could possibly offend an audience from a different
culture.
 What is their age and gender?
- Age and gender are very important in your audience analysis because both of
these categories greatly influence the audience’s life experience. For instance,
a group of female high school students may not understand the experiences
and struggles of soldiers who are war front liners.
THE WHAT: PSYCHOLOGICAL MAKEUP

 What do they know about the subject?
- Is your audience made up of academic or business people that are very familiar
with your subject? If so, you are adding to the information they already know.
However, if your speech is to educate the uninformed, you are providing them
with what they need to know. It would be safe to say that you are attempting to
give them a solid grasp of the basics within your subject matter. In this
scenario, you can present the material in more of a “baby steps” format.
 What do they know about you?
- Is your audience made up of your peers? Friends? Business associates who you
have frequent contact with? If so, you can be a lot more informal with them.
They know you. You already have a relationship.
 What are their attitudes and values?
- Does this particular audience share a particular set of attitudes or values? What
problems are they going through right now? Being sensitive to these attitudes
and values will avoid alienating your audience. You don’t want to be telling bar
jokes at a religious conference.
THE WHERE AND WHEN: PHYSICAL SETTING

 How large is your audience?
- Is this an intimate setting or a large conference? It is much easier to be
informal and personable with a small group.
 What is the occasion?
- Is this a fun occasion or a funeral? The reason for the event warrants greatly
varied tones in your speech.
 When is your speech?
- Is your speech early in the morning or late at night? Both pose more of a
challenge to keep your audience awake than a speech performed in the middle
of the day.
 What is the room like?
- The atmosphere of the area you are speaking in is also very important in the
tone of your speech. If you are indoors in a dimly lit room with no windows,
there will be a much more somber feeling to the room. You will need to
brighten it up.
However, if you are speaking in the great outdoors and it is a gorgeous day, you
don’t have to worry about brightening up the mood. Mother Nature has done that for you.
Your only job may be to just cut the speech a little shorter so your audience can go out
and play in the sunshine.
To wrap it all, the goal of an audience analysis is to endear you to your audience.
Sure, you are there to provide information. But it is the WAY that you provide that
233
information that is nearly as important as the information itself. Having the audience
relate to you and genuinely enjoy hearing you speak is critical. It can mean the difference
between a great speech that pleasantly lingers in the minds of the audience – and a speech
that has people checking their watches, texting their friends, or fighting the need to nod
off as they desperately pray that you wrap it up soon.
D. Application
For you to head start your speech, analyze the audience of your speech using the
template that I am about to distribute.
General Audience Analysis
Age Range
Male-Female Ratio
Educational Background
Educational Institution
Place of Residence
Marital Status
Economic Status
Language Spoken
Religious Affiliation, Beliefs
Date and Location
E. Assessment
The activity in the Application will serve as the assessment for the period.
Ten points is the highest score for the activity if all the needed information are
properly filled out.
F. Assignment
Look for a possible topic for your speech. Prepare for an activity tomorrow.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection
______________________________________________________________________
234
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives

one’s speech.
B. Performance Standards: The learner proficiently delivers various

speech delivery.
leaner used principles of effective speech
writing focusing on choosing a topic.
Code: EN11/12OC-IIcj-25.1 (b)
II. Content
A. Subject Matter : Principles of Speech Writing (Choosing a Topic)

B. Strategy : Brainstorming
235
C. Integration : MAPEH (Arts)

B. Other References : Principles of Speech Writing)
https://magoosh.com/pro-writing/speech-writing-audience-
analysis/
C. Materials : Chocolate, DLP, Laptop
IV. Procedure

 Prayer
 Greeting
A. Activity
As a sort of review, the teacher will ask a volunteer to answer the question.
Whoever answered the question will receive a chocolate as a reward.
How important is analyzing the audience in writing a speech?
Activity
The teacher will post the phrase “TOP 3 MEMORABLE EXPERIENCES” on
the board.
In five minutes, students will be write down their top 3 memorable
experiences on a sheet of paper. Afterwards, the students will directed to find a
partner to share his/her experiences. This activity will set the mood of the class in
preparation of the activity.
B. Analysis
(The teacher will ask the students the following questions to lead them to the
discussion)
2. Did you find any difficulty in doing the activity?
3. What makes the activity easy/hard?
C. Abstraction
Knowing how to carefully select your topic is an important step in preparing
for a successful speech.
236
The activity you had last meeting will help you in finding a good topic for
your speech. Remember to ANALYZE FIRST YOUR AUDIENCE.
You may start by thinking about your venue. Where will you be giving your
speech? To whom will you be speaking? Etc.
Then, start to think about what you know about the topic. It’s helpful to speak
about a topic with which you are already familiar, but sometimes you may be called
into situations where you have no prior knowledge about a given subject.
In any of the given instance, BRAINSTORMING is a helpful to approach in

choosing your topic. You can brainstorm by yourself, or you might want to bring in a
few friends, colleagues or classmates to help you come up with ideas in a group
setting. You can brainstorm using a number of different exercises like
Word Association
Start with a broad topic idea. What words, topics, or other subjects do you
associate with that first topic? Now what words, topics, or other subjects do you
associate with the following word? Continue this chain of word association to give
you a broad spectrum of ideas.
Clustering
Also known as mind-mapping, clustering gives your word association a visual
form. Start with your main idea and draw a circle around it, thinking of it like the hub
of a wheel. Now, begin to write other associated ideas, topics, or subcategories related
to that main topic around the hub, and connect them as separate spokes. From each
spoke, begin to jot down other associated ideas and thoughts. As your cluster begins
to grow, you might want to connect smaller spokes to one another and create new
links between subjects.
Freewriting
This is probably the simplest brainstorm method of all. Set a timer and begin
writing whatever thoughts or ideas come to mind about your particular subject. You
might find it easier to type your freewriting instead of writing it by hand, so you can
keep up with your thoughts faster. Whatever you do, don’t stop writing.
Another way of freewriting is to record yourself talking for a set period of
time and then transcribing your key points to go back to and clarify later. Once your
time is up, go back and highlight or circle relevant points or topics that stick out for
you. You’ll refine these later.
Once you have already chosen a topic of speech, the next thing you do is to
narrow it down. Narrowing down a topic means making your main idea more specific
and focused. The strategies in selecting a topic can also be used when you narrow
down a topic.
In the example below, “Defining and developing effective money management
skills of Grade 11 students” is the specific topic out of a general one, which is
“Effective money management.”
General Purpose To inform
237
Specific purpose To inform Grade 11 students on the importance of effective
money management
Topic Financial literacy or effective money management
Narrowing down Effective money management
a topic through Effective money management of Grade 11 students
listing Developing an effective money management of Grade 11
students
Defining and developing effective money management skills of
Grade 11 students
D. Application
In a given time frame, students will brainstorm on the topic of their speech
using any of the brainstorming strategies (Word Association, Clustering, and
Freewriting). The goal of this activity is for the students to come up with a fixed topic
ready for speech writing.
E. Assessment
Narrow down your topic by using the table below using ½ crosswise.
General Purpose
Specific purpose
Topic
Narrowing down
a topic through
listing
F. Assignment
Students may continue doing the activity in the assessment at home if they
need more time in doing the activity.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
238
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives

one’s speech.

speech delivery.
learners used principles of effective
speech writing focusing on logical
organization and duration
Code: EN11/12OC-IIcj-25.2
EN11/12OC-IIcj-25.3
II. Content
A. Subject Matter : Principles of Speech Writing (Logical organization

& Duration)
B. Strategy : Collaborative Strategy
C. Integration : ESP (Cooperation), MAPEH
239

Publishing, Inc,
B. Other References : Kornhaber., D. (2000). “Outlining “. Writing Center at
Harvard University. Retrieved from
https://writingcenter.fas.harvard.edu/pages/outlining
Tips for Writing a Paragraph. (n.d.). Retrieved from
http://homepage.usask.ca/~dul381/common/paragraph.html
C. Materials : Strips of paper, masking tape, activity sheets
IV. Procedure
 Prayer
 Greeting
A. Activity
The teacher will group the class composed of four members.

Each group will be given strips of paper, and they will be arranging it to form
an outline (see attached appendix 1)
After 5 minutes, each group will present their outline in front of the class.
B. Analysis
The teacher will ask the following questions to solicit ideas from the learners:
2. In the doing the activity, what are the cues that helped you determine the
answers?
3. How do we call the activity that you have engage with?
Then, the teacher will consolidate the answers of the students and lead them to
the lesson.
C. Abstraction
An outline is a hierarchical list that shows the relationship of your ideas.

Experts in public speaking state that once your outline is ready, two-thirds of your
speech writing is finished. A good outline helps you see that all the ideas are in line
with your main idea or message. The elements of an outline include introduction,
body, and conclusion. Write your outline based on how you want your ideas to
develop. Below are some of the suggested formats.
240
1. Table format
Purpose To persuade
To persuade the community members to reduce, reuse, and
Specific purpose recycle as means of eliminating garbage and protecting the
environment
Promoting the importance of reducing, reusing, and recycling
Topic
in eliminating wastes and protecting the environment
Pattern Problem-solution
Share facts on the current situation of the environment.
Introduction
State the message of the speech (specific topic).
Discuss how improper waste disposal becomes an
environmental problem.
Body
Explain how reducing, reusing, and recycling would
eliminate wastes and protect the environment.
State the specific purpose of your speech again.
Conclusion
Call for action.
2. List format
1.0 As of today, there is an alarming increase of wastes in our community.

1.1 According to Solid Waste Management Office, if we do not take
immediate action, we might face more perils caused by natural
calamities.
1.2 Now, I am going to talk about how to eliminate wastes and protect the
environment.
2.0 Improper waste disposal causes environmental problems.
2.1 Wastes contaminate the soil.
2.2 Wastes contaminate the water.
2.3 Wastes can cause floods.
3.0 There are ways to eliminate wastes and protect the environment.
3.1 Reducing, reusing, and recycling can help eliminate wastes.
3.2 People should start doing these at home.
4.0 We must act now.
4.1 This solution should be supported by the local government.
4.2 Let us learn from the lessons in natural calamities we have experienced.
The body of the speech provides explanations, examples, or any details that
can help you deliver your purpose and explain the main idea of your speech.
One major consideration in developing the body of your speech is the focus or
central idea. The body of your speech should only have one central idea.
241
The following are some strategies to highlight your main idea.
 Present real-life or practical examples
 Show statistics
 Present comparisons
 Share ideas from the experts or practitioners
The introduction is the foundation of your speech. Here, your primary goal is
to get the attention of your audience and present the subject or main idea of your
speech. Your first few words should do so. The following are some strategies.
 Use a real-life experience and connect that experience to your subject.
 Use practical examples and explain their connection to your subject.
 Start with a familiar or strong quote and then explain what it means.
 Use facts or statistics and highlight their importance to your subject.
 Tell a personal story to illustrate your point.
The conclusion restates the main idea of your speech. Furthermore, it provides
a summary, emphasizes the message, and calls for action. While the primary goal of
the introduction is to get the attention of your audience, the conclusion aims to leave
the audience with a memorable statement.
The following are some strategies.

 Begin your conclusion with a restatement of your message.
 Use positive examples, encouraging words, or memorable lines from
songs or stories familiar to your audience.
 Ask a question or series of questions that can make your audience
reflect or ponder.
D. Application
Students will prepare an outline of their speech using any of the formats
discussed. The teacher will distribute the sheet below (see Appendix 2) for the
students to write their output.
Specific purpose
Topic
Specific Topic
(Narrowed Down)
Introduction
Body
Conclusion
E. Assessment
A reinforcement activity will be given on the following day.
242
F. Assignment
Finalize your Outline to be presented next meeting
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
Appendix 1
- Let the class arrange the strips of paper to an outline form.
Possible answer:
The Sun
I. General Information
A. Size
1. Diameter
2. Circumference
B.Parts of the Sun
1. Photosphere
2. Chromosphere
3. Corona
II. How the sun affects Earth
A. Sunlight
B. Food – stored sunlight
C. Invisible sunlight and health
_______________________________________________________________________
243
Appendix 2
Specific purpose
Topic
Specific Topic
(Narrowed Down)
Introduction
Body
Conclusion
I. Objectives

one’s speech.

speech delivery.
learners used principles of effective
speech writing focusing on logical
organization and duration
Code: EN11/12OC-IIcj-25.2
EN11/12OC-IIcj-25.3
II. Content
A. Subject Matter : Principles of Speech Writing (Logical organization

& Duration)
B. Strategy : Dyadic Activity
C. Integration : ESP (Decision Making)
244
Publishing, Inc,
C. Materials : Activity sheets
IV. Reinforcement Activities
 Prayer
 Greeting
A. Activity 1
Individual-Pair Activity.
Instruction: Find a partner and exchange works with him/her. For ten
minutes, review your partner’s work and write your feedback. (See Appendix 1).
Element Guide Questions Responses

Is the specific purpose stated?
Is the purpose appropriate for the
Specific purpose activity?
Does it state the main idea, or the goal
of speech?
Is the topic appropriate for the purpose?
Topic
Is the topic fit for the target audience?
Specific Topic Is the topic narrowed-down and
(Narrowed Down) focused?
Introduction Is there a clear introduction?
Body Is there a clear body?
Is there a clear conclusion?
Conclusion
I like your work because…
General Comments
However, the speech needs to improve on…
B. Activity 2
245
Let’s Reflect.
Instruction: Reflect on what you have learned after taking this lesson by completing
the chart below. (See rubric for the Assessment)
What were your I thought…

thoughts or ideas
about the principles
of writing (logical
Organization) prior
to the discussion of
this lesson?
I Learned that…
What new or
additional ideas did
you learn after
taking up this lesson
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
246
Appendix 1
Element Guide Questions Responses
Is the specific purpose stated?
Is the purpose appropriate for the activity?
Specific purpose Does it state the main idea, or the goal of
speech?
Is the topic appropriate for the purpose?

Topic
Is the topic fit for the target audience?
Specific Topic Is the topic narrowed-down and focused?
(Narrowed Down)
Introduction Is there a clear introduction?
Body Is there a clear body?
Is there a clear conclusion?
Conclusion
I like your work because…
General Comments However, the speech needs to improve on…
Category 3 2 1 0
A. Appropriate to Written Written response Response to Response lacks any
the specific task response somewhat addresses writing prompt comprehension of the
(content) addresses the the specific task but is unclear or essay question or appears
to address a different
specific task not entirely. vague.
essay question.
clearly and
No essay response
directly. provided.
B. Quality and Response Response indicates Response lacks Response is unfocused,
247
Clarity of Thought indicates depth simplistic or focus or illogical or incoherent.
(content) and complexity repetitive thoughts demonstrates No essay response
of thought in in answering the confused or provided.
answering the essay question. conflicting
essay question. thinking.
C. Organization & Response is well Response is Response is Response is
Development of organized and organized and fairly organized disorganized and
Ideas (writing) developed with developed with and developed, underdeveloped,
appropriate general supporting presenting providing little or no
support to make ideas provided generalizations relevant support.
meaning clear (reasons/general without No essay response
(well-chosen examples). adequate provided.
examples). support.
D. Grammar, Response is free Response has 3 or Response has 4- Response has 6 or more
Usage, and from any errors less errors in 5 errors in errors in grammar,
Mechanics in grammar, grammar, usage, and grammar, usage, usage, and mechanics.
(writing) usage, and mechanics. and mechanics. No essay response
mechanics. provided.
Appendix 2 Rubric for assessment

I. Objectives

one’s speech.

speech delivery.
writing focusing on grammatical
correctness and word choice.
EN11/12OC-IIcj-25.4
EN11/12OC-IIcj-25.5
248
II. Content
A. Subject Matter : Principles of Speech Writing (Grammatical Correctness
and Word choice)
B. Strategy : Lecture

B. Other References : Macmillan, Gregg,(2017) The Importance of

Grammar, Spelling, Punctuation and Capitalization.
Retrieved form
https://www.linkedin.com/pulse/importance-grammar-
punctuation-spelling-gregg-macmillan
https://www.eslwriting.org/wp-content/Editing-
Exercises-6.pdf
C. Materials : Activity sheets, PowerPoint presentation
IV. Procedure

 Prayer
 Greeting
A. Activity
The teacher will present two sentences showing different punctuation.
A woman, without her man, is nothing.
A woman: without her, man is nothing
Spare not, hang!

Spare, not hang!
The teacher will solicit students’ understanding/interpretation to the sentences.
B. Analysis
(The teacher will ask the students the following questions to lead them to the
discussion)
249
5. How important is punctuation in writing the speech?
6. What are other aspects that we need to consider in speech writing aside
form punctuation?
C. Abstraction
The teacher will give a short review on the elements of good writing:
grammar, spelling, punctuation, and capitalization and word choice.
Grammar
Grammar explains the forms and structure of words (called morphology) and
how they are arranged in sentences (called syntax). In other words, grammar provides
the rules for common use of both spoken and written language so we can more easily
understand each other.
Grammar is important because it provides information that helps the reader’s
comprehension. It is the structure that conveys precise meaning from the writer to the
audience. Eliminate grammatical errors from your writing, and reward your readers
with clear communication
The building blocks of grammar are the eight parts of speech:
 Verbs express actions, events, or states of being.

 Nouns name a person, animal, place, thing, or abstract idea.
 Pronouns take the place of nouns or another pronoun.
 Adjectives modify nouns or pronouns by describing, identifying, or quantifying
them. An adjective usually precedes the noun or the pronoun which it modifies.
 Adverbs modify a verb, adjective, another adverb, a phrase, or a clause and
indicate manner, time, place, cause, or degree. Adverbs can be recognized
because they answer the question how, when, where, or how much. Adverbs
often end in ly.
 Prepositions link nouns, pronouns, and phrases to other words in a sentence and
usually indicate a relationship of time, space, or logic.
 Conjunctions link words, phrases, and clauses.
 Interjections are added to a sentence to convey emotion and are usually
followed by an exclamation point.
Every complete sentence has two parts: a subject (who or what the sentence is
about) and a predicate (what the subject is doing). The subject is a noun or a pronoun;
the predicate is a verb. To identify the subject of a sentence, find the verb and ask
who or what. The answer is the subject.
Clauses are the basic building blocks of sentences. When a sentence is formed
by a single clause, it is known as a simple sentence. Simple sentences are the most
common type for spoken language, but can make writing seem childish. Simple
sentences can be made more interesting and informative by adding modifiers and can
be effective for attracting the reader’s attention when used sparingly.
Two or more clauses that are joined by a conjunction such as and, but, and, or
form a compound sentence. Compound sentences create balance or contrast between
thoughts, ideas, or information of equal importance:
Simple sentences: Molly and Emily live near each other. They are best friends.
Compound sentence: Molly and Emily live near each other, and they are best
friends.
250
A complex sentence contains an independent clause and one or more
dependent clauses that are not equal. A complex sentence is different from a simple
sentence or compound sentence because it develops a central idea, provides
background information, and clearly identifies the most important thought.
Complex sentence: Even if Molly and Emily did not live near each other, they
would still be best friends due to their many common interests.
Spelling
The availability of spell checkers in word processing programs greatly reduces

the likelihood of spelling errors – except for homonyms. A homonym is a word that is
pronounced the same as another, but is spelled differently and has a different
meaning. Here are some examples of homonyms:
· affect (to have an influence on), effect (a result). Affect is generally used as a
verb (to affect) while effect is generally used as a noun (the effect).
· capital (seat of government) and capitol (a building)
· lie (recline) and lye (used in making soap)
· principal (head of school) and principle (a truth, law, rule, or standard)
· scene (setting) and seen (past participle of see)
· whine (complain) and wine (an alcoholic drink)
Punctuation
Punctuation helps convey the precise meaning of a sentence – and in fact can
even change the meaning, as in this well-known example:
.
Here is a brief description of how punctuation is used:
 A comma tells the reader to pause and assimilate information. They are also used
to separate the items in a series.
 A semi-colon links independent clauses that are closely related in meaning when
they are not linked by a conjunction.
 A colon introduces a list or a summation. It can also be used to link an idea that
has been introduced in an independent clause.
 End punctuation – period, question mark, and exclamation mark – denotes the
end of a sentence.
 Parentheses enclose words that are not directly related to the main thought of the
sentence but provide important information, or to provide examples.
 A dash signals a sudden change of thought or break in a sentence. Dashes can also
be used in place of parentheses to emphasize information.
 Quotation marks indicate direct speech. All punctuation marks are enclosed
within the quotation marks except for semi-colons, colons, and question marks
when they are not part of the quotation.
 An apostrophe indicates that letters are missing from a contraction, or shows
possession (i.e., that one thing belongs to another). The word (its) spelled without
an apostrophe is a possessive; spelled with an apostrophe (it’s) is a contraction of
it is. Similarly, whose is a possessive pronoun, and who’s is a contraction of who
is. Do not use an apostrophe to form the plural of numbers or letters (the 1990s, a
box of PCs).
251
Capitalization
Like punctuation, capitalization helps convey information. The first word of
every sentence is capitalized, signaling that a new sentence has begun. Proper nouns –
the name of a particular person, place, or thing – are capitalized to indicate
uniqueness. However, it is not correct to use capitalization merely to make a word
look or seem important.
D. Application
The teacher will give different exercises in the correct use of spelling,
grammar, punctuation and capitalization.
EXERCISE 1: In each of the groups of words below, one word may be misspelled or
no words may be misspelled. If a word is misspelled, write it correctly
to the right of each group. If none of the words in the group is
misspelled, write "none."
EXERCISE 2: The following passage has not been edited. There is an error in each
line. Write the incorrect word and the correction in your answer sheet.
The first has been done as an example.
EXERCISE 3. Encircle the sentence that uses commas, colons, and semi-colons
correctly.
EXERCISE 4. If an underlined word contains an error, write the word in the blank to
the left in its corrected form.
NOTE: The details of exercises 1-4 are found in appendix 1
E. Assessment
Exercises 1-4 in the Application will serve as the assessment.
F. Assignment
Prepare for an activity tomorrow in relation to grammatical correctness.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
252
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
Appendix 1
EXERCISE 1: In each of the groups of words below, one word may be misspelled or no
words may be misspelled. If a word is misspelled, write it correctly to the right of each
group. If none of the words in the group is misspelled, write "none."
1. fuzzes, laundrys, sufficient _________________________

2. turkeys, trophies, arrival, armies _________________________
3. acrage, analysis, dosage _________________________
4. acompaniment, played, interviewed _________________________
5. privilege, excelling, eighth _________________________
6. adolescence, contemporary, ninty _________________________
7. athletic, conscious, mathmatics _________________________
8. performence, fiery, recede _________________________
9. leisure, familiar, proffessor _________________________
253
10. undoubtly, experience, succeed _________________________
11. seize, acceptance, grammer _________________________
12. pleasant, slyly, watches _________________________
13. accidentally, embarass, intelligence _________________________
14. prejudice, preferred, lieutenant _________________________
15. payed, characteristic, intelligence _________________________
16. sergeant, noticable, deceit _________________________
17. particuler, arbitrarily, attorneys _________________________
18. neither, acknowledge, goverment _________________________
19. permmit, referring, foreign _________________________
20. halves, accross, attendant _________________________
EXERCISE 2: The following passage has not been edited. There is an error in each line.
Write the incorrect word and the correction in your answer sheet. The first has been done
as an example.
Incorrect correct
You will have your hair cut very short in the e.g. will must
21. first month. After that you might grow it ________ ________
22. longer but it shall never touch your collar ________ ________
23. Your uniform should be neat but clean too ________ ________
24. A student is expect to be neat and clean. ________ ________
Answers-
(b) might may
(c) shall should
(d) but and
(e) expect expected
EXERCISE 3. Encircle the sentence that uses commas, colons, and semi-colons correctly.
25. A. Munay missed work again on Monday, Tuesday he was fired.
B. Murray missed work again on Monday: Tuesday he was fired.

C. Murray missed work again on Monday; Tuesday he was fired.
26. A. I am making three desserts for the party: eclairs,s trawberryt arts, and chocolatec ake.
B. I am making three desserts for the party, eclairs,s trawberryt arts, and chocolate c ake.
C, I am rnaking three dessefts for the parly; eclairs, strawbeny tafis, and chocolate cake.
27. A. Carolineh as never,a sy ou know; beeni ntelestedin sports.
B. Carolineh as never; as you know, beeni nterestedin sports.
C. Carolineh as never, as you know, beeni nterestedin sports.
28. A. The thlee wirurers of the contest were Ann, Lee, and Callotta.
B. The three winners of the contest were: Arut, Lee, and Carlotta.
C. The tluee winners of the contest were; Ann, Lee, and Carlotta.
29. A. Ahn has always given one personc redit for her successh: er father.
B. Ahn has always given one personc redit for her successh; er father.
C. Ahn has always given one personc redit for her successh, er father.
30. A. Leah loves math, Rachel prefers science.
254
B. Leah loves math; Rachel prefers science.
C. Leah loves math: Rachel prefers science.
EXERCISE 4. If an underlined word contains an error, write the word in the blank to the left
in its corrected form.
____________31. Last year I attended Mabini National High school.

____________32. They called for a Doctor and Dr. Smith was there in fifteen minutes.
____________33. On Christmas eve we celebrate with the family at the river.
____________34. My english and history courses require a lot of reading.
____________35. Do you think october is a good month to celebrate Halloween?
ANSWER TO EXERCISE 4
School
doctor
Eve
English
October
I. Objectives

one’s speech.

speech delivery.
writing focusing on grammatical
correctness and word choice.
255
EN11/12OC-IIcj-25.4
EN11/12OC-IIcj-25.5
II. Content
A. Subject Matter : Principles of Speech Writing (Grammatical Correctness

and Word choice)
B. Strategy : Collaborative learning

B. Other References :Macmillan, Gregg,(2017) The Importance of

Grammar, Spelling, Punctuation and Capitalization.
Retrieved form
https://www.linkedin.com/pulse/importance-grammar-
punctuation-spelling-gregg-macmillan
https://www.eslwriting.org/wp-content/Editing-
Exercises-6.pdf
C. Materials : Activity sheets

 Prayer
 Greeting
Activity
Correct me if I’m wrong
Instruction: Read the paragraphs. Correct the writing mistakes. Rewrite all the
corrected sentences on the space provided.
The activity sheet is found in Appendix 1
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
256
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
other teachers?
______________________________________________________________________
Appendix 1
ASSESSMENT: Read the paragraphs. Correct the writing mistakes. Rewrite all the corrected
sentences on the space provided.
1. did you no that bats are mammals. we no they are mammals just lik us becaus they are
warm blooded they are the only mammals that no how to fly bats are Nocturnal which means
thay sleep during the day and are awak at nite?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
2. bes are intresting anumals. the honey be can fly at a sped of 15 miles per houre a hive of
honey bees has about 40,000 bees in it? the honey bee has five eyes! a worker bee will mak
257
1/12th of a teespoon of honey over it’s lifetime? Bees have been makeing honey for about
150 million years
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
3. did you no that a person can live with out food for more than a hole month a person can
only live four about won week with out water we need water more then we need food. 97 %
of earths water is in the oceans. Just 3 % of the earths water can bee used four drinking water.
75 % of the worlds fresh water is frozen in the North and South polar ice caps?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
Answers
1. Did you know that bats are mammals? We know they are mammals just like us because
they are warm blooded. They are the only mammals that know how to fly. Bats are nocturnal
which means they sleep during the day and are awake at night.
2. Bees are interesting animals. The honey bee can fly at a speed of 15 miles per hour. A hive
of honey bees has about 40,000 bees in it. The honey bee has five eyes. A worker bee will
make 1/12th of a teaspoon of honey over its lifetime. Bees have been making honey for about
150 million years.
3. Did you know that a person can live without food for more than a whole month? A person
can only live for about one week without water. We need water more than we need food. 97
% of earth’s water is in the oceans. Just 3 % of the earth’s water can be used for drinking
water. 75 % of the world’s fresh water is frozen in the north and south polar ice caps.
I. Objectives

one’s speech.

speech delivery.
learners should be able to use principles
of effective speech delivery focusing on
articulation (EN11/12OC-IIcj-26.1)
258
II. Content
A. Subject Matter : Articulation

B. Integration : Values: Cooperation, Patience
C. Strategies : 4As, Think-Pair-Share, Collaborative learning

B. Other References : https://www.youtube.com/watch?v=IlvLgknrYQs
: https://www.londonschool.com/blog/phonetic-alphabet/
C. Materials : Laptop, PowerPoint Presentation, paper strips
IV. Procedure
 Prayer
 Greeting
Review:
Teacher will ask the following questions:
 What are the principles of speech writing?
 How are these principles different from each other?
A. Activity
Show students a downloaded video (https://www.youtube.com/watch?

v=IlvLgknrYQs) of a speech delivered by a public speaking 3rd place winner during
the 2018 World Public Speaking Contest. Tell students to list down at least three or
more techniques the speaker used in delivering her speech. Work with a partner and
discuss your answers to the following questions:
 What can you say about the speech delivery?
 What have you observed about how she utters every word?
 Does her way of articulating help her speech delivery? If yes, in what way?
Divide the students into six groups and have them pick a tongue twister from
a box. Each group selects a student to write on the board the tongue twister read
aloud by the rest of the group members. They should not be allowed to dictate how
the words are spelled, thus, they have to articulate the words properly and understand
259
how they are used in the sentence. The following tongue twisters will be written in a
strip of paper:
1. How many hair styles could Harry Styles style if Harry Styles could style
hair
styles.
2. How can a clam cram in a clean cream can?
3. Which witch wished which wicked wish?
4. The butter Betty Botter bought could make her batter bitter.
5. Luke Luck likes lakes.
6. Through three cheese trees three free fleas flew.
B. Analysis
Ask the students:

 How do you find the activities?
 What have you realized upon doing the second activity (reading and guessing
the tongue twisters)?
 What will happen if words are not pronounced well?
 How important is articulation in public speaking?
 What would you do if you are unsure about how to pronounce a word?
C. Abstraction
Articulation
We as humans are unique in our use of tongue, lips, and other movable parts
of the speech mechanism. The first act of speech is breathing, in which you get air
into a storage chamber; second is phonation, the process by which you force air into
vibration by the action of the vocal folds; third, resonation, in which your mouth, nose
and throat cavities amplify the sound so you can hear it; and finally there is
articulation, in which you modify the sound by movement of the teeth, tongue, and
lips into recognizable patterns. There are only forty-four sounds to master, and as
young child you started making them by mastering simple sounds which you later
articulated into repetitive sound combinations and then words.
Emphasize that not everyone is naturally gifted with articulation skill but with
constant practice coupled with patience and determination, this can be learned
eventually.
Supplementary Information: Students will be taught how to articulate words

by looking into the transcription in the dictionary with reference to the International
Phonetic Alphabet (IPA). Basic transcription reading technique will be discussed
briefly. Provide copies to the students for reference.
International Phonetic Alphabet Sounds in Everyday Speech
Short Vowels
260
IPA Symbol Word examples
e Went, intend, send, letter.
æ Cat, hand, nap, flat, have.
ʌ Fun, love, money, one, London, come.
ʊ Put, look, should, cook, book, look.
ɒ Rob, top, watch, squat, sausage.
ə Alive, again, mother.
Long Vowels

i: Need, beat, team.
ɜ: Nurse, heard, third, turn.
ɔ: Talk, law, bored, yawn, jaw.
u: Few, boot, lose, gloomy, fruit, chew.
ɑ: Fast, car, hard, bath.
Diphthong Vowels

ɪə Near, ear, clear, tear, beer, fear
eə Hair, there, care, stairs, pear
eɪ Face, space, rain , case, eight
ɔɪ Joy, employ, toy, coil, oyster.
aɪ My, sight, pride, kind, flight
əʊ No, don’t, stones, alone, hole
aʊ Mouth, house, brown, cow, out
Consonants Sounds: Fricatives

f Full, Friday, fish, knife.
v Vest, village, view, cave.
θ Thought, think, Bath.
ð There, those, brothers, others.
z Zoo, crazy, lazy, zigzag, nose.
ʃ Shirt, rush, shop, cash.
ʒ Television, delusion, casual
h High, help, hello.
Consonants Sounds: Plosives

p Pin, cap, purpose, pause.
b Bag, bubble, build, robe.
t Time, train, tow, late.
d Door, day, drive, down, feed.
k Cash, quick, cricket, sock.
261
g Girl, green, grass, flag.
Consonants Sounds: Affricates

ʈʃ Choose, cheese, church, watch.
dʒ Joy, juggle, juice, stage.
Consonants Sounds: Nasals

m Room, mother, mad, more.
n Now, nobody, knew, turn.
ŋ King, thing, song, swimming.
Consonants Sounds: Approximants

r Road, roses, river, ring, ride.
j Yellow, usual, tune, yesterday, yard.
w Wall, walk, wine, world.
l and ɫ Law, lots, leap, long, pill, cold, chill, melt.
D. Application
Students will work with the same group and each group has to list down ten
words which they think are difficult or confusing to pronounce. Give examples like
bear/beer, greet/great/grate or other commonly mispronounced words such as country,
bag, chocolate, cleanliness, etc. The groups swap lists and have them figure out how
the words are articulated properly. Encourage them to use their dictionary and refer to
the IPA symbols as they study how the words are transcribed. Have them recite the
words on the list.
E. Assessment
With the same group, have students practice reading the poem below aloud.
Tell them to encircle the words they find difficult to articulate and look for the
pronunciation of these words in the dictionary.
GROUP STANZA
I take it you already know
1 Of tough and bough and cough and dough
Others may stumble, but not you
On hiccough, thorough, laugh, and through
I take it you already know
2 Of tough and bough and cough and dough
Others may stumble, but not you
On hiccough, thorough, laugh, and through
Beware of heard, a dreadful word
3 That looks like beard and sounds like bird.
262
And dead: it’s said like bed, not bead–
For goodness sakes don’t call it deed.
Watch out for meat and great and threat,
4 They rhyme with suite and straight and debt.
A moth is not a moth in mother,
Nor both in bother, broth in brother.
And here is not a match for there,
5 And dear and fear for bear and pear.
And then there’s dose and rose and lose–
Just look them up–and goose and choose,
And do and go, then thwart and cart.
6 Come, come, I’ve hardly made a start!
A dreadful language? Man alive!
I’d mastered it when I was five.
This activity will be graded using this rubric:
Criteria 3 2 1
Pronunciation All words are Only three words or More than four
pronounced less are not words are not
perfectly. pronounced well. pronounced well.
Rate of Students speak at a The speaking pace is The speaking pace is
Speech normal pace making a little too fast or a too fast or too slow
the message clear little too slow but making the message
and easy to the message can still difficult to
understand. be understood. understand.
Teamwork High collaboration Most students in the Only few students in
and teamwork is group are actively the group are
observed. engaged. actively engaged.
TOTAL
F. Assignment
Have students practice reading the text below aloud. Tell them to encircle the
words they find difficult to articulate and look for the pronunciation of these words in
the dictionary.
Let’s face it - English is a crazy language. There is no egg in eggplant nor
ham in hamburger; neither apple nor pine in pineapple. English muffins weren’t
invented in England or French fries in France. Sweetmeats are candies while
sweetbreads, which aren’t sweet, are meat. We take English for granted. But if we
explore its paradoxes, we find that quicksand can work slowly, boxing rings are
square and a guinea pig is neither from Guinea nor is it a pig. And why is it that writers write
but fingers don’t fing, grocers don’t groce and hammers don’t ham? If the plural of
tooth is teeth, why isn’t the plural of booth beeth? One goose, 2 geese. So one
moose, 2 meese? One index, 2 indices? Doesn’t it seem crazy that you can make
amends but not one amend? If you have a bunch of odds and ends and get rid of all but one
of them, what do you call it? If teachers taught, why didn’t preachers praught? If a
vegetarian eats vegetables, what does a humanitarian eat? In what language do
people recite at a play and play at a recital? If teachers taught, why didn’t preachers
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praught? If a vegetarian eats vegetables, what does a humanitarian eat? In what
language do people recite at a play and play at a recital? Ship by truck and send cargo
by ship? Have noses that run and feet that smell? How can a slim chance and a fat
chance be the same, while a wise man and a wise guy are opposites? You have to
marvel at the unique lunacy of a language in which your house can burn up as it burns
down, in which you fill in a form by filling it out and in which an alarm goes off by
going on. English was invented by people, not computers, and it reflects the
creativity of the human race (which, of course, isn’t a race at all). That is why,
when the stars are out, they are visible, but when the lights are out, they are
invisible. And finally, why doesn't "buick" rhyme with "quick"?”
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives

speech.

delivery.
C. Learning Competency and Code: At the end of the lesson, 80% of the learners
should be able to use principles of effective
speech delivery focusing on modulation.
EN11/12OC-IIcj-26.2
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II. Content
A. Subject Matter : Modulation

B. Integration : MAPEH-Breathing Techniques
C. Strategies : Simulation, Collaborative learning

B. Other References : https://slidehunter.com/importance-voice-modulation-

deliveringspeech/?fbclid=IwAR1p_QXo76tzm_zypiO2
WUls6XiIQPojycooBEcfry5ZhF4PKEcAtCjK05I
: http://sixminutes.dlugan.com/voice-strength-training/
C. Materials : Laptop, PowerPoint Presentation, hand-outs
IV. Procedure
 Prayer
 Greeting
Review:
Have students read the list of words in their worksheet (given as assignment).
Clarify how words should be pronounced if students are not sure how they are read
properly. Ask random students to share their insights on how important good articulation
is.
A. Activity
Students will be grouped into five with 7-8 members. They will be playing a
game called “Chinese Whispers” (commonly known as message relay or pass the
message) so all teams must have the same number of students. The teacher provides
each group with a strip of paper with a message written on it. Each team forms a line
and the first on the line has to pass the message to the next person through a whisper
until the message reaches the last person. The last person in the line has to write the
message on the board. The word or phrase can only be whispered once so players
must pay close attention. The team that writes the correct message first gets a point.
The team has the option to replace the first person on the line with another player. The
following phrases will be written in strips of paper: (Other words or phrases may be
used for this activity)
 Twenty-two teens typing texts
 A guppy in a shark tank
 Candy crunching coconut lovers
 Red roses with thorny stems
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 Doorknobs and doorjambs with hasps and hinges
B. Analysis
Ask the students:

 What can you say about the activity?
 Did you immediately understand the phrase whispered to you? Why?
 What do you think must be done to be able to deliver the message clearly?
C. Abstraction
Voice Modulation
Voice modulation is one of the most powerful weapons that you can have in
your arsenal while delivering a speech. Not only does it reflect confidence but it also
helps in convincing your audience about your beliefs or ideas. This is the power that
voice modulation commands over people. Therefore, to become a good public
speaker, one must learn the art of voice modulation.
People in power like politicians and notable public speakers have been known
to make use of voice modulation and even have dedicated speech coaches just to
guide them. With the right practice you can also master the art of voice modulation.
Here are few tips:
 The Pitch: While delivering a speech, the pitch of your voice plays an
important part. Try to lower your voice slightly because due to microphones
shrill voices can cause a bit of annoyance.
 Speak Slowly: Another thing to be kept in mind is to speak slowly while
delivering a speech! Speaking slowly helps get your point across to your
audience. So remember to speak slowly and clearly.
 Stress on certain Words: To add a bit of impact in your speech, it’s advised to
stress on certain powerful words. You can even vary the intensity of your
voice to add a powerful impact to your speech and grab the attention of your
audience.
The use of effective voice modulation can mean the difference between a
crowd pleasing speech and a boring speech! But, truth be told, modulation isn’t easy.
You need to practice, practice and practice even more, only then is it possible to truly
master this art. Focus on how you speak to people, the shift in your pitch, then tone of
your voice.
Another thing that you can do is to look at speeches of politicians, famous
orators, celebrities etc. and see how they speak, how they change their tone, how they
modulate their pitch etc. With sufficient practice you will be able to master the art of
voice modulation and will be able to deliver a speech like a pro!
Our Speaking Voice

The voice is made up of muscles, cavities, tissues, nerves, fluids, etc., just like
the rest of you. It can produce at least 325 different pitches. There are more nerves in
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the muscles of the larynx than any other muscles in your body, with the exception of
your eyes. In addition, you use three quarters of your body when you speak a word,
and even a stubbed toe can affect the sound of your voice. So it’s not surprising that
your voice can be adversely affected by excitement and stress.
Just as with the rest of your body, some people naturally have more vocal
strength, while others need to pump up theirs just to keep up with their daily vocal
requirements. I cannot know the exact cause of the reader’s quivers without speaking
with them, but it is likely that the cause of their quivering voice is either nerves, or
lack of vocal strength, or both. Regardless of the case, voice training using proper
vocal exercises can make a world of difference in both control and endurance in the
voice.
D. Application
Students will follow these steps for a strength training workout for the voice:
1. Breathe deeply and exhale on a hisssssssing sound. Repeat 10 times.
 Proper breathing is the foundation for a healthy voice AND control
over nervous energy that can make the voice quiver.
2. Say “Mm-mmm (as in yummy) Mmm-hmm (like yes) ” Repeat 5 times.
 This develops mask resonance, which creates a clean and vibrant
sound by creating a clean approximation of the cords and a
resonance that will sound great and project easily.
3. Say “Mm-mmm. Mmm-hmm.” up and down your vocal range, from low to
middle to high and back again, 10 times.
4. Raise your volume a bit and say “Mmmmmmmmy name is…” Repeat this
ten times up and down your vocal range.
 This enhances vocal flexibility and coordination.
5. Say “Ney, ney, ney, ney, ney” loudly but without yelling 10 times up and
down your vocal range.
 This is more mask resonance training.
6. Starting at mid range, make a siren sound with Oooo and Eeeee by sliding
down your vocal range several times, starting higher each time.
 Again, the focus here is on more flexibility and coordination.
7. Say “Mmmmmmm” until you feel a buzzy sensation in the front of your
face. Repeat 5 times.
 Mask resonance again.
8. Now, for isolation of muscles for articulation, try some tongue twisters like
those below. To get the full workout, say them each several times but only
as fast as you can go and keep them clear. You can increase your speed
over time:
 The blue bluebird blinks.
 Three free throws.
 What time does the wristwatch strap shop shut?
 Strange strategic statistics.
 Freshly fried flying fish, freshly fried flesh.
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E. Assessment
The students will work with the same group. Each group will be reading this
jazz chant:
I'm sorry, but you've got to do better than this.
I'm doing the best I can.
I'm sorry, but you've got to walk faster than this.
I'm walking as fast as I can.
I'm sorry, but you've got to work harder than this.
I'm working as hard as I can.
It's not good enough
I'm doing my best.
Try a little harder.
I'm doing my best.
I'm doing my best.
I can't, I can't.
Don't say can't.
I won't, I won't but I'm doing my best.
Do a little better.
I'm doing my best.
Do a little better.
I'm doing my best.
I'll try, I'll try.
I'll try, I'll try
Give them 3 minutes to rehearse and figure out who they want the first and
second group to be (example: first group – mother or teacher; second group – child or
student). They will be graded using this rubric:
Criteria Excellent (3) Good (2) Needs Improvement (1)

Pitch Students use exciting pitch Students sometimes Students use no
and tone of voice. vary pitch and tone change in pitch or
tone
Pace/Stress Students pause and Students use some Students use no
emphasize key words pauses and emphasis pauses or emphasis
for key words. for key words.
Clarity The chant is clear and easily Students are Students’ voices are
understood. sometimes difficult too soft to be heard.
to hear.
TOTAL
F. Assignment
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Have them listen to a radio broadcaster or to a DJ in an FM station. Tell
students to observe their voice modulation technique. Tell them to practice reading
newspaper article and pretend that they are broadcasting live over the radio.
Encourage them to record their voice on their phone and have someone else listen to it
for feedback.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives

one’s speech.

speech delivery.
stage presence.
EN11/12OC-IIcj-26.3
269
II. Content
A. Subject Matter : Stage Presence

B. Integration : Personality Development-Building Self Confidence
C. Strategies : Game-Based Instruction, Simulation, Reflective learning

B. Other References : https://www.genardmethod.com/blog/stage-presence-

mastering-the-art-of-performance-for-public-speaking
: https://www.ted.com/talks/david_gallo_shows_ underwater_
astonishment? referrer=playlist-11_must_see_ted_talks
IV. Procedure
 Prayer
 Greeting
Review:
Ask random students to talk about their experience on their broadcasting exercise
at home. Encourage students to share their insights or reflections on the importance of
articulation and voice modulation in delivering a speech.
A. Activity
Have students participate in the “Cabbage Roll” game. The teacher needs to
prepare pieces of paper formed like a cabbage. In each piece of paper, a speaking
challenge is written. Music will be played as the students pass the cabbage roll
around. The student who is holding the cabbage roll when the music stops will
peel off the cabbage and perform the challenge written on it before the class.
Encourage students to perform the challenge as instructed. These are the suggested
speaking challenges:
 Recite your favourite quotation like a politician trying to convince
his/her audience to do what he/she wishes.
 Recite the saddest line/lines you have memorized from a movie. If you
can’t memorize any then deliver these lines from the movie Tangled:
RAPUNZEL: “I can’t believe I did this. … I can’t believe I did this. I
can’t believe I did this!!! Mother would be so furious. That’s OK
though, I mean what she doesn’t know won’t kill her. Right? Oh my
gosh. This would kill her. This is so fun! I am a horrible daughter. I’m
going back. I am never going back again! I am a despicable human
270
being. Woo-hoo! Best. Day. Ever!”
 If you can talk to your future or past self, what would you tell him/her?
(at least 5 lines)
 Recite the chorus of your favourite love song as if you are addressing
your special someone.
 Talk about yourself for a minute.
B. Analysis
Ask the students the following after the performances:

 How was the activity?
 Among the presenters, who are you most convinced with? Why?
 What strategy/strategies did the speakers employ which made you listen to what
they have to say?
 Can you tell if the speaker is nervous? How?
 What important aspect of public speaking have you learned from the activity?
 Why is stage presence important in public speaking?
C. Abstraction
Discussion of the following key concepts:
What is stage presence?
Google defines it as “The ability to command the attention of a theater

audience by the impressiveness of one's manner or appearance.” The reason we may
struggle at times to understand the term, is that stage presence exists in the mind of
the audience. That means that as speakers, we can’t grab a handful to make sure we
have an adequate supply before we step on stage.
“Command the attention of an audience”; and “impressiveness” are important

terms that are best associated with stage presence. When it comes to speaking, as with
all applications of stage presence, you must achieve both of those ends to take your
performance beyond the ordinary.
How to Deliver a Speech with Effective Stage Presence
Element #1: Public Speaking is a Reflection of Who You Are

What often gets us into trouble where public speaking is concerned is the idea
that it’s something special—an out-of-the-ordinary event, in which we need to rise
above our ordinary competencies. But we're continually performing, adjusting our
demeanor throughout each day based on the needs of the people we’re with and the
situation we're facing.
Just as important is the realization that you can’t hide when you speak in
public. Audiences will always understand who you are—unless you spend all your
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energy hiding your true nature, and what kind of presentation is that? Don’t forget:
audiences truly want to know you and to connect with you. So make that your be-all
and end-all, rather than trying to be excellent.
Element #2: Acting Techniques: Intention and Beats

When an actor plays a role, he or she is strongly focused on the intentions of
the character. The stronger the force compelling that character forward, the more raw
material the actor has to work with. And in any worthwhile drama, conflicts occur that
result in new intentions, scene by scene. When the character’s intention changes to
meet those new conditions, that’s a new beat.
As you move through your speech, each new main point you raise creates a
moment of renewed interest for your audience. You should therefore become aware of
how your talk unfolds in these terms, making each new main point look and sound
different for listeners.
Element #3: Acting Techniques: Physical Expressiveness

As speakers, we constantly run the risk of becoming talking heads. But your
body is an essential tool of oral communication: from gestures to facial expressions to
your proximity to your audience. So if you want to speak with presence, you’d better
get your body into the act. For instance, learn the 5 best body language techniques of
public speaking.
In other words, to be the kind of speaker who commands attention and is

impressive to watch, your speaking persona needs a physical dimension. So if you’ve
never considered physical expressiveness as an element of your presentations, do so
now. Watch TED talks to get an idea of how some speakers enliven their speeches in
this way while others remain static and uninteresting to observe. Visuals are seductive
as hell, including the visual that is you.
Element #4: Vocal Dynamics for Public Speaking

Just as words have no physical dimension without your help, your beautiful
language won’t sing unless you give it voice. As a speaker, you need a fully
expressive vocal instrument, as it’s one of the skills that ushers presence on stage or
leaves it in the wings.
Keep this critical point in mind: Your voice is your most powerful instrument
for creating in listeners the emotions you're feeling. If audiences didn’t need to hear
the sound of truth or the power of an idea, why would you be speaking at all?
Remember: verbal is not vocal. Your words are one thing; the way you say them is
something entirely different. Think Dr. Martin Luther King, Jr.'s "I Have a Dream
Speech" and you'll understand this immediately.
Element #5: Using Your Performance Space to Command a Stage
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When you think about nonverbal communication and public speaking, do you
consider only posture, stance, and hand gestures? If you do, you're ignoring your need
to use space productively and to command the stage when you speak.
Remember this one simple idea: begin to think in terms of your performance
space itself as an element of stage presence. Just as your venue (its shape, acoustics,
degree of accessibility between speaker and audience, etc.) has a hand to play in your
public speaking effectiveness, so too does the stage you’re standing on.
D. Application
Group the class into six. They will re-enact a scene from a movie or TV series
with five people or more and have them perform it after a 10-minute preparation.
Encourage them to apply the different elements of stage presence in delivering a speech.
E. Assessment
Application will serve as assessment guided by the rubric below:

Poise Student displays Makes minor Tension and
relaxed, self-confident mistakes, but quickly nervousness is
nature about self, with recovers from them; obvious; has trouble
no mistakes. displays little or no recovering from
tension. mistakes.
Voice Student uses a clear Student’s voice is Student’s voice is low.
voice and correct, clear. Student Student incorrectly
precise pronunciation pronounces most pronounces terms.
of terms so that all words correctly. Most Audience members
audience members can audience members can have difficulty hearing
hear the presentation hear the presentation. the presentation.
Organization Student presents Student presents Audience cannot
information in logical, information in logical understand
interesting sequence sequence which presentation because
which audience can audience can follow. there is no sequence of
follow. information.
TOTAL
F. Assignment
Have them watch a TED Talk video and observe how speakers move about the
stage and display confidence as they deliver their speech. Have them write their
insights and reflections on the importance of applying stage presence in speech
delivery in their journal notebook. They can choose one from the videos found on this
link: https://www.ted.com/talks/david_gallo_shows_underwater_astonishments?referrer=l
playlist-11_must_see_ted_talks
V. Remarks
______________________________________________________________________
______________________________________________________________________
273
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives

one’s speech.

speech delivery.
facial expression, gestures and
movements.
EN11/12OC-IIcj-26.4
II. Content
A. Subject Matter : Facial expression, gestures and movements
274
B. Integration : Personality Development – Self-Awareness
C. Strategies : Game-Based instruction, Collaborative learning

B. Other References : https://2012books.lardbucket.org/books/a-primer-on-

communication-studies/s10-04-physical-delivery.html
IV. Procedure
 Prayer
 Greeting
Review:
Ask random students to talk about their experience on their broadcasting exercise
at home. Encourage students to share their insights or reflections on the importance of
articulation and voice modulation in delivering a speech.
A. Activity
For warm up exercise, students will be playing “Charades”. Students group

themselves into five. Each group selects a representative who will be acting out the
emotion randomly picked from a box. The rest of the group members will guess the
correct word within 1 minute for the First Round and 30 seconds for the Second
Round.
List of words for the first round:
 Nervous
 Excited
 Tired
 Hungry
 Bored
List of words for the second round:
 Sick
 Sleepy
 Emotional
 Furious
 Annoyed/Irritated
B. Analysis
Ask the students the following after the game:
 What have you noticed about the words used in the activity?
275
 How are the emotions conveyed by the group representatives?
 Was the facial expression displayed by the representatives match the emotion?
Why?
 What about the gestures?
 Why are we able to associate an emotion to a specific facial expression or gesture
or body movement?
 How do our facial expression, gestures and body movement help get our message
across?
C. Abstraction
Discuss the following key concepts:
Many speakers are more nervous about physical delivery than vocal delivery.
Putting our bodies on the line in front of an audience often makes us feel more
vulnerable than putting our voice out there. Yet most audiences are not as fixated on
our physical delivery as we think they are. Knowing this can help relieve some
anxiety, but it doesn’t give us a free pass when it comes to physical delivery. We
should still practice for physical delivery that enhances our verbal message. Physical
delivery of a speech involves nonverbal communication through the face and eyes,
gestures, and body movements.
Physical Delivery and the Face

We tend to look at a person’s face when we are listening to them. Again, this
often makes people feel uncomfortable and contributes to their overall speaking
anxiety. Many speakers don’t like the feeling of having “all eyes” on them, even
though having a room full of people avoiding making eye contact with you would be
much more awkward. Remember, it’s a good thing for audience members to look at
you, because it means they’re paying attention and interested. Audiences look toward
the face of the speaker for cues about the tone and content of the speech.
Facial Expressions
 Facial expressions can help bring a speech to life when used by a speaker to
communicate emotions and demonstrate enthusiasm for the speech.Facial
expressions are key for conveying emotions and enthusiasm in a speech.
 Facial expressions help set the emotional tone for a speech, and it is important
that your facial expressions stay consistent with your message.
 In order to set a positive tone before you start speaking, briefly look at the
audience and smile. A smile is a simple but powerful facial expression that can
communicate friendliness, openness, and confidence.
 Facial expressions communicate a range of emotions and are also associated
with various moods or personality traits. Even if you aren’t bored, for
example, a slack face with little animation may lead an audience to think that
you are bored with your own speech, which isn’t likely to motivate them to be
interested.
 When delivering something light hearted or humorous, a smile, bright eyes,
and slightly raised eyebrows will nonverbally enhance your verbal message.
When delivering something serious or somber, a furrowed brow, a tighter
mouth, and even a slight head nod can enhance that message. If your facial
expressions and speech content are not consistent, your audience could
276
become confused by the conflicting messages, which could lead them to
question your honesty and credibility.
Eye Contact
Eye contact is an important element of nonverbal communication in all

communication settings. As a speaker, eye contact can also be used to establish
credibility and hold your audience’s attention. We often interpret a lack of eye contact
to mean that someone is not credible or not competent, and as a public speaker, you
don’t want your audience thinking either of those things. Eye contact holds attention
because an audience member who knows the speaker is making regular eye contact
will want to reciprocate that eye contact to show that they are paying attention. This
will also help your audience remember the content of your speech better, because
acting like we’re paying attention actually leads us to pay attention and better retain
information.
Tips for Having Effective Eye Contact
 Once in front of the audience, establish eye contact before you speak.
 Make slow and deliberate eye contact, sweeping through the whole audience
from left to right.
 Do not look over the audience’s heads, at the back wall, or the clock. Unless
you are in a huge auditorium, it will just look to the audience like you are
looking over their heads.
 Do not just make eye contact with one or a few people that you know or that
look friendly. Even if it’s comforting for you as the speaker, it is usually
awkward for the audience member.
 Try to memorize your opening and closing lines so you can make full eye
contact with the audience. This will strengthen the opening and closing of
your speech and help you make a connection with the audience.
Physical Delivery and the Body

Have you ever gotten dizzy as an audience member because the speaker paced
back and forth? Anxiety can lead us to do some strange things with our bodies, like
pacing, that we don’t normally do, so it’s important to consider the important role that
your body plays during your speech. Extra movements caused by anxiety are called
nonverbal adaptors, and most of them manifest as distracting movements or gestures.
These nonverbal adaptors, like tapping a foot, wringing hands, playing with a paper
clip, twirling hair, jingling change in a pocket, scratching, and many more, can
definitely detract from a speaker’s message and credibility. Conversely, a confident
posture and purposeful gestures and movement can enhance both.
Posture
Posture is the position we assume with our bodies, either intentionally or out
of habit. Although people, especially young women, used to be trained in posture,
often by having them walk around with books stacked on their heads, you should use
a posture that is appropriate for the occasion while still positioning yourself in a way
that feels natural. In a formal speaking situation, it’s important to have an erect
posture that communicates professionalism and credibility. However, a military
277
posture of standing at attention may feel and look unnatural in a typical school or
business speech. In informal settings, it may be appropriate to lean on a table or
lectern, or even sit among your audience members. Head position is also part of
posture. In most speaking situations, it is best to keep your head up, facing your
audience. A droopy head doesn’t communicate confidence. Consider the occasion
important, as an inappropriate posture can hurt your credibility.
Government and military leaders use an erect posture to communicate
confidence and professionalism during public appearances.
Gestures
Gestures include arm and hand movements. We all use hand gestures while we
speak, but we didn’t ever take a class in matching verbal communication with the
appropriate gestures; we just internalized these norms over time based on observation
and put them into practice.
Two kinds of gestures:

Emphatic gestures are the most common hand gestures we use, and they
function to emphasize our verbal communication and often relate to the emotions we
verbally communicate. Pointing with one finger or all the fingers straight out is an
emphatic gesture. We can even bounce that gesture up and down to provide more
emphasis. Moving the hand in a circular motion in front of our chest with the fingers
spread apart is a common emphatic gesture that shows excitement and often
accompanies an increased rate of verbal speaking. We make this gesture more
emphatic by using both hands.
Descriptive gestures function to illustrate or refer to objects rather than
emotions. We use descriptive gestures to indicate the number of something by
counting with our fingers or the size, shape, or speed of something. Our hands and
arms are often the most reliable and easy-to-use visual aids a speaker can have.
Movement
Sometimes movement of the whole body, instead of just gesturing with hands,
is appropriate in a speech. For beginning speakers, hold off trying to incorporate body
movement from the waist down until they’ve gotten at least one speech done. This
allows you to concentrate on managing anxiety and focus on more important aspects
of delivery like vocal variety, avoiding fluency hiccups and verbal fillers, and
improving eye contact.
Floating refers to speakers who wander aimlessly around, and pacing refers to
speakers who walk back and forth in the same path. To prevent floating or pacing,
make sure that your movements are purposeful. To make your movements appear
more natural, time them to coincide with a key point you want to emphasize or a
transition between key points. Minimize other movements from the waist down when
you are not purposefully moving for emphasis. Speakers sometimes tap or shuffle
their feet, rock, or shift their weight back and forth from one leg to the other. Keeping
both feet flat on the floor, and still, will help avoid these distracting movements.
Credibility and Physical Delivery

Audience members primarily take in information through visual and auditory
channels. Just as the information you present verbally in your speech can add to or
278
subtract from your credibility, nonverbal communication that accompanies your
verbal messages affects your credibility.
KEY TAKEAWAYS
 Facial expressions help communicate emotions and enthusiasm while
speaking. Make sure that facial expressions are consistent with the content
being presented. Record yourself practicing your speech in order to evaluate
your use of facial expressions.
 Eye contact helps establish credibility and keep your audience’s attention
while you’re speaking.
 Posture should be comfortable and appropriate for the speaking occasion.
 Emphatic and descriptive gestures enhance the verbal content of our speech.
Gestures should appear spontaneous but be purposeful.
 Movements from the waist down should be purposefully used to emphasize a
point or as a transition during a speech.
 Audience members will make assumptions about your competence and
credibility based on dress and personal appearance. Make sure your outer
presentation of self is appropriate for the occasion and for the impression you
are trying to project.
D. Application
With the same group, the students will be reading the following lines from the
song “The Climb” by Miley Cyrus.
I can almost see it

That dream I'm dreaming but
There's a voice inside my head saying
You'll never reach it,
Every step I'm taking,
Every move I make feels
Lost with no direction
My faith is shaking but I
Gotta keep trying
Gotta keep my head held high
The struggles I'm facing
The chances I'm taking
Sometimes might knock me down but
No I'm not breaking
I may not know it
But these are the moments that
I'm going to remember most yeah
Just got to keep going
And I
I gotta be strong
Just keep pushing on
Each group will be assigned an emotion and they have to read the lines applying
appropriate facial expression, gestures and body movements reflecting the emotion they
picked. At least 2-3 lines must be delivered individually but they have to work as a team.
279
(Example: Group 1-nervous/scared, Group 2-excited, Group 3-angry, Group
4-sad/emotional, Group 5-worried)
E. Assessment
Application will serve as assessment guided by the rubric below:

Facial Student displays Facial expression Facial expression
Expressionappropriate facial reflecting the does not match the
expression appropriate emotion emotion
is not consistently
displayed
Gestures Student displays Gestures reflecting Gestures do not
appropriate gestures the appropriate match the emotion
emotion is not
consistently
displayed
Body Student displays Body movements Body movements do
Movements appropriate body reflecting the not match the
movements appropriate emotion emotion
is not consistently
displayed
TOTAL
F. Assignment
Encourage students to impersonate an effective public speaker’s gesture, body

movements as they face the mirror working on their facial expressions. They can also
try taking a video of themselves like they’re doing a vlog and talk about anything that
interests them.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
280
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
I. Objectives

one’s speech.

speech delivery.
rapport with the audience
EN11/12OC-IIcj-26.5
II. Content
A. Subject Matter : Rapport with the audience

B. Integration : Values – Respect, Honesty
C. Strategies : Collaborative learning, Simulation, Pair-Think-Share
281

A. Other References : http://wittcom.com/how-to-build-rapport-with-your-audience/
B. Materials : Laptop, PowerPoint Presentation,
IV. Procedure
 Prayer
 Greeting
Review
Call a volunteer to do a non-verbal impersonation of a famous personality (Vice

Ganda, Pres. Duterte, Ruffa Mae Quinto, Kim Atienza or any of the cartoon characters)
and have the class guess who he/she is. Ask the class to identify what facial expression,
gesture or body movement this famous personality is known for. Ask random students to
share what they’ve learned from the previous lesson.
A. Activity
Divide the class into six groups. Provide each group a Manila paper or Meta
cards and markers. Tell them to think of someone who connects well with his/her
audience when they speak and write his/her name at the top of the Manila paper.
(*Make sure that no two groups have written the same person). Have them list down at
least 10 qualities, techniques or actions this person has that makes him/her have a good
connection with his/her audience.
Ex. Vice Ganda
 Humorous
 Can relate to what ordinary people do
 Quick-witted
After 10 minutes, have the representative of each group present their output.
B. Analysis
Ask the students the following after the activity:

 What have you observed with your output? Did you find any similar
traits/qualities among the identified personalities?
 What is the dominant characteristic these individuals possess?
 How do these characteristics help him/her connect with his/her audience?
 Why is building rapport with the audience important?
 What other ways can you build good connection with your audience?
C. Abstraction
282
Discuss the following key concepts:
Here are the seven top tips by Julie Kertesz to ensure you build great rapport
with your audiences — whatever the occasion. Julie Kertesz is a member of
Toastmasters International and winner of the Silver Comedy Best Newcomer 2012
1. Use a personal story or anecdote to connect with your audience. It shows that you
are ready to be open, vulnerable and personable, and it will make them more
receptive. The real power comes from your emotions — which will go straight to their
heart and they will remember your story long after the words have gone.
2. Use humour to lower the tension. Experiment with what makes your audiences
laugh and release any tension. Be ready to surprise them. Dare to mock what
happened to you — self-deprecating humour is a great way to make you appear more
human.
3. Create images and movies in the heads of your audience. Everyone will see
something slightly different in their mind's eye, adding their own experience to it and
making it theirs. Tell them enough, but leave room for them to add their own part. It
then becomes "their" story and point of view.
4. Remember to pause. At the beginning of your talk, and before an important

passage. A pause will allow you to hold them in your hand, reuniting them in the
tension of waiting. Pause after any important points you make as it lets them fully
absorb information.
5. Be in the moment, in the present. Let go of any worries about yourself from the
interaction. This might be easy to say, but how to do it? Plan your talk, practise and
use personal stories and humour to let go of any tension. Remember to smile — and
breathe!
6. Use variety in your voice to enhance your message. For instance, quickening the
pace to add tension, emphasising key words to bring out important points (but don’t
overdo it!) and lowering your volume to add suspense. The most important things are
to connect with your own emotions and to speak about what you care about. It will
show.
7. Believe! Give yourself confidence by believing that the audience is your friend, and
will give you energy. Believe profoundly in what you are talking about and this will
take care of most of your vocal variety and gestures — and ensure that you project
authenticity.
Each audience, each room, each time is different. The same speech should be
adapted to every occasion, and will be received differently. Join a speaking club such
as Toastmasters International to give yourself the opportunity to practise in a
supportive environment. Experiment. Enjoy. Engage.
D. Application
283
Pair-Share Activity: Tell students to work with a partner. They will take turns
sharing a personal story or anecdote for about 2 minutes. When they’re done, they can
then give comments or suggestions to each other to improve their ability to build good
rapport.
E. Assessment
With the same group, students divide the lines from a declamation piece
entitled “Bad Girl”. Each student should say at least 3-5 sentences employing the
techniques in building good rapport with the audience. Give them 5 minutes to
prepare.
(*Refer to the declamation piece and rubric below)
BAD GIRL
Hey! Everybody seems to be staring at me.. You! You! All of you! How dare
you to stare at me? Why? Is it because I’m a bad girl? A bad girl I am, A good for
nothing teenager, a problem child? That’s what you call me! I smoke. I drink. I
gamble at my young tender age. I lie. I cheat, and I could even kill, if I have too.
Yes, I’m a bad girl, but where are my parents? You! You! You are my good parents? My
good elder brother & sister in this society where I live? Look…look at me…What
have you done to me? You have pampered and spoiled me, neglected me when I
needed you most! Entrusted me to a “yaya”, whose intelligence was much lower
than mine! While you go about your parties, your meetings and gambling sessions…
Thus… I drifted away from you! Longing for a father’s love, yearning for a mother’s
care! As I grew up, everything changed! You too have changed! You spent more time
in your poker, mahjong tables, bars and night clubs. You even landed on the headlines
of the newspaper as crooks, peddlers and racketeers. Now, you call me names; accuse
me in everything I do to myself? Tell me! How good are you? If you really wish to
ensure my future…. Then hurry….hurry back home! Where I await you, because I
need you… Protect me from all evil influences that will threaten at my very own
understanding… But if I am bad, really bad…then, you’ve got to help me! Help
me! Oh please…Help me!

Eye Eye contact Conspicuous use of Reads speech from
Contact establishes speaker notes/manuscript.
rapport with notes. Only Avoids eye
audience. occasional, contact with
Unobtrusive use of sporadic glances at audience.
speaker audience
notes. Scanning of
audience
to establish a zone of
interaction.
Movement Body language is an Body language is a Body language is not
adequate minimal supportive of the
support of the support of the verbal message,
message. message. may contradict it.
Movement and Gestures, facial Gestures,
gestures clarify expressions, facial expressions,
284
key points. Facial and posture reflect and posture
expressions speaker are stiff or distracting.
and posture seem discomfort that
comfortable. occasionally
interferes with the
message.
Voice Tone fits verbal Inconsistent use of Fails to maintain
message, voice to audience
changing for support message. interest and support
emphasis at Monotone the verbal
appropriate passages interfere message due to
moments. Rate with excessive
and volume allow audience interest. monotone,
audience to Rate may inappropriate rate
follow message. be too fast or slow; and volume. Pitch
Pitch seems volume may be
natural to speaker. too high or low. Pitch strained or flat.
is
strained at times, too
artificial
or too nervous.
Fluency Careful Pronunciation is Incoherent
pronunciation mostly presentation due
supports correct yet to many factors that
coherence of enunciation and undermine fluency
presentation. articulation are still including
Enunciation and tentative. poor pronunciation.
articulation of Speaker recovers Long
words are mostly from pauses interrupt flow
clear. Pauses awkward pauses and of
were momentary and proceeds.Vocalized speech. Excessive use
did not fillers are of
interrupt fluency of noticeable but not vocalized fillers
speech. excessive. distracts
Vocalized fillers are audience
minimal
and do not distract
TOTAL
F. Assignment
Tell them to read the whole declamation piece at home while facing the
mirror. They will then share their experience next meeting.
V. Remarks
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
285
VI. Reflection

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
teachers?
______________________________________________________________________
286

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Daily Lesson Plan in Oral Communication

A. Content Standards: Understands the nature and elements of oral

B. Performance Standards: The learner designs and performs effective

Quarter: I Week: 1 Day: 2

A. Subject Matter : Oral Communication in Context

III. Learning Resources

A. References : Balgos, A.R., Sipacio, P.J. (2016) Oral Communication in

The performance should be done in a creative way.

Ask the students:

How did you find the activity?

Which groups effectively communicated their message?

Communication is a process of sharing and conveying messages or

1. Speaker – the source of information or message

Process of Communication Example

The receiver decodes or He tries to analyze what she means based

Work with a partner!

The application will serve as the assessment for the period.

Research on the various models of communication

A. Content Standards: Understands the nature and elements of

B. Performance Standards: The learner designs and performs

Quarter: I Week: 1 Day: 3

Subject Matter : Models of Communication

III. Learning Resources

A. References : Balgos, A.R., Sipacio, P.J. (2016) Oral Communication in

1. What element of communication is missing in the given scenario?

1. Schramm (1955) in Wood (2009) Interactive Model

Communication is usually described along a few major dimensions:

2. Shannon and Weaver’s (1949) Linear Model

Known as the mother of all communication models, the Shannon-

Unlike the Shannon-Weaver Model, which is a one-way process, the

Aristotle, a great philosopher initiative the earliest mass

Analyze the communication that takes place in your family. Which

1. No. of learners who earned 80% in the evaluation

Daily Lesson Plan in Oral Communication

A. Content Standards: The learner understands the nature and elements of

B. Performance Standards: The learner designs and performs effective controlled

C. Learning Competency and At the end of 60 minutes, 85 % of the students are

Quarter: I Week: 1 Day: 4

Subject Matter: Features of an Effective Communication

III. Learning Resources

References : Balgos, A. R. & Sipacio, P. J. (2016). Oral Communication in

Other References : https://www.youtube.com/watch?v=oEThDLRNtM4

Materials: Laptop, LED TV

 Setting the class

The teacher will present a short video clip about communication

The students will answer the following questions:

1. What was the video clip about?

Discuss each feature. To illustrate each, give real-life examples. Link is

Features of an Effective Communication

In their pioneer book Effective Public Relations, Professors Broom,

Feature Video 1 Video 2

Group 1 - Verse Choir

The output is graded based on this rubric.

Relevance to the topic 20 points

Advance reading about Intercultural Communication

8. No. of learners who earned 80% in the evaluation

Daily Lesson Plan in Oral Communication

A. Content Standards: The learner understands the nature and

B. Performance Standards: The learner designs and performs

Quarter: I Week: 2 Day: 5

A. Subject Matter : Oral Communication in Context

III. Learning Resources

A. References : Balgos, A.R., Sipacio, P.J. (2016) Oral Communication in

Name of Group: _______________ Date: