ORAL COMMUNICATION

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Published by Victory Elijah Christian College, Inc.

43 Rose Street, Lourdes Subdivision, Mambugan, Antipolo

Rizal, Philippines, 1870

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Learning Introduction and Overview

This module entitled is destined for Grade 11 students like you, to be your “guiding light” in
understanding the world of communication process and to achieve an excellent
comprehension on how it will help you to be communicative competent. VECC assured that
this module should be “friendly” and not a burden since one of the primary goals of this
module is to unleash and develop your communicative skills and boost your confidence,
especially in public speaking for this will be your first step. It covers the essentials of oral
communication situations that you may encounter in your future career or profession.

For the first semester, you will be directed to various learning activities in order to accomplish
each learning outcome of this module. To meet the learning objectives, you will be provided
with learning contents and learning activities for the application of the lesson. These learning
activities will unleash your knowledge and develop your critical thinking as well. Carefully
read and analyze these activities and answer the provided quizzes and/or assignments at
the end of the lesson. For further questions, your teacher is free and willing to assist you.

Learning Outcomes

Upon successful completion of the module the learners will be able to:

1. Define what oral communication is.

2. Elucidate the nature and process of oral communication.
3. Differentiate the various communication models.
4. Distinguishes the unique features one communication process from the other.
5. Explain why and how communication breakdown occurs.
6. Use various strategies in order to avoid communication breakdown.
7. Evaluates the effectiveness of an oral communication activity.

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Learning Content:

Lesson 1: Oral Communication

(An Overview)
Lesson 2: Communication and Content
(Experiencing Oral Communication)
Lesson 3: Nature and Elements of Communication
Lesson 4: The Speaking Process
Lesson 5: The Listening Process
Lesson 6: The Speech Sounds
Lesson 7: Communication Cues
(Focus on Verbal and Non-verbal Symbols)
Lesson 8: The Voice and Rhythm of Speech
Lesson 9: Introspection and Communication
(Who Am I)
Lesson 10: Achieving Communicative Competence in Various Speech Contexts
Lesson 11: Strategies in Various Speech Situations
Lesson 12: Speech Act
Module 13: Fundamentals of Public Speaking
Lesson 14: Principles of Speech Delivery
Lesson 15: Types of Speech
Lesson 16: Organizing and Delivering a Memorized Speech
Lesson 17: Organizing and Delivering an Impromptu Speech
Lesson 18: Organizing and Delivering an Extemporaneous Speech
Lesson 19: Organizing and Delivering an Entertainment Speech
Lesson 20: Organizing and Delivering an Informative Speech
Lesson 21: Organizing and Delivering a Persuasive Speech

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Lesson 1
Oral Communication
(An Overview)

NATURE AND LEVEL OF ORAL COMMUNICATION (LEARNING UNFOLDS)

Introduction:

The word communication originated from the Latin word “communicare” which means “to
impart,” “to impart,” “to share,” or “to make common.”

Oral communication, a type of communication distinct from written, refers to the exchange of
thoughts between two or more persons through the use of spoken words. The interaction
may either be face-to-face or through a mechanical or electrical device such as the telephone
or the cyberspace. Meetings, conferences, lectures, interviews, conversations, and public
speaking are some examples of oral communication.

Oral communication involves two levels:

1) intrapersonal
2) interpersonal

• Intrapersonal - This level of communication involves only the individual

himself/herself. It includes his/her inner thoughts, beliefs, and feelings. An individual
engages in this level of communication to analyse situations, clarify ideas, or reflect
upon something. Intrapersonal communication may involve different levels of
communication activity.
➢ Internal discourse - which calls for thinking, analysis, contemplation, and
meditation.
➢ Solo vocal - which includes speaking aloud to oneself to clarify a message,
rehearse a message for others, or simply let off emotions.

• Interpersonal - This level of communication involves an exchange between a sender

and a receiver of a message. Communication may be direct (face-to-face) or indirect
(via telephone, e-mail, teleconference, online chat). This level may be categorised
according to the number of participants.
➢ Dyadic communication - involves two people talking.
➢ Group communication - may include three or more persons. Often, this level
of communication is utilized for the purpose of problem-solving or decision-
making.
➢ Public communication - calls for a large group of people with primarily one
speaker addressing the group, generating only minimal feedback, such as in
university lectures or in political campaigns.

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Communication: Learning Unfolds
➢ We are a social being...this is the reason why we have to get along well with
people every day.
➢ It is our ability to communicate that makes us different from all other living
things; Communication is our instrument for human interaction; it is our means
of understanding.
➢ The words which we speak are reflections of your personality; they are the
products of our feelings and thoughts, your values and attitudes. (Martinez and
Fermin, 2O06, p.1)
➢ We communicate so much; we listen, speak, read, and write every day – of all
the activities, it is in speaking where you are engaged more often.
➢ In fact, 60% of our active hours is spent in communicating (Martinez and
Fermin, 2O06, p.1 citing Tan in 1997, p.35)
➢ Apparently, communication is indispensible to us!...since it is very much part of
our life, we have to use it effectively.

Functions of Communication
➢ Communication connects one person with another.
➢ Communication develops high mental processes.
➢ Communication regulates speech itself.
➢ Communication serves as an important factor in the preservation of one’s
heritage.
Essential Characteristics of Communication
➢ Communication does not contain the usual cues of writing.
➢ Communication is influenced by the fields of experience of the
communicator/speaker.
➢ Communication occurs in specific settings.
➢ Communication is transitory.
➢ Communication involves interaction.
➢ Communication is purposive.
Views on Communication
➢ Communication connects people.
➢ Communication starts relationships.
➢ Communication involves sharing.

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Significance of Effective Communication
➢ Human beings are constantly communicating in both decoding and encoding
messages; we spend almost 70% of our communication as speakers.
➢ Because we spend so much time in verbal communication, effective
communication skills are significant to all of us; this is the reason why you are
enrolled in an Oral Communication subject–to enhance your communication
skills and become a more dynamic, competent, effective, and elegant
communicator.
➢ Generally, the most successful people in schools, offices, hospitals, hotels, and
other industries are those who have excellent communication skills.
Functions of Communication
➢ For interaction
➢ For increasing our store information
➢ For better understanding of our self and the world which we live
➢ For changing people’s attitudes, beliefs, opinions, and actions.
➢ For making decisions

BASIC FORMS OF COMMUNICATION. Every good communicator knows how to put across
his/her message using the tools that are available to him/her. These tools may be verbal or
nonverbal forms of communication.
• Verbal communication - We need language to express our thoughts, feelings, or
opinions. We need to put together words that convey our ideas. This use of language
or words allows us to engage in verbal communication.
• Nonverbal communication - There are limits to what words can express. To
understand or be understood, we also need to know nonverbal communication. This
includes facial expressions, and eye behaviour, vocal characteristics, gestures and
postures, personal appearance, touching behaviour, and all other forms that convey
a message besides language or words.

PROCESS OF ORAL COMMUNICATION. Everything that we do and everything that we

are communicate something to others. That means, we do not exactly need to say something
to communicate. However when we intentionally want to start communicating, we decide to
say something.

Oral communication goes through a certain process. It begins when a sender chooses
information and organises this for transmission (encoding). The sender may pick either verbal
or non-verbal symbols that could best carry his/her message. The information that is
transmitted to the receiver is called the message (decoding), and gives back a response
(feedback) to the sender (encoder). This exchange of information passes through a
communication channel which may be a telephone line (channel), an e-mail, a text message,
or may be a face-to-face communication.

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The process of oral communication is not always smooth-sailing. Some problems may
emerge in the beginning or along the process. Problems primarily stem from.
• Sender (encoder) - This happens when the sender does not clearly know what s/he
intends to communicate, or does not know how to put across his/her message using
language or non-verbal forms of communication. The sender is also a problem when
s/he does not consider the level or interest or culture of the receiver.
• Receiver (decoder) - The receiver also has a responsibility to make communication
work. If the receiver is not listening to the sender or has biases towards the sender
or the message, or is not decoding the message properly, communication breakdown
happens. The receiver should learn to listen, decode message, and provide
appropriate feedback.

MODELS OF ORAL COMMUNICATION. A model describes an object, event, process or

relationship; it attempts to represent the important features of what it models – thus, we could
state the communication model attempts to describe the process of communication and how
it functions. Moreover, a communication model provides a holistic picture of what actually
happens when one communicates in different circumstances.

In addition, it will help us understood how and why people communicate, that assisting us to
develop our own effective communication styles and techniques.

Communication models provide representations and perspectives regarding communication.

They allow us to see ideas and their relationships.
• Aristotelian Model - The Aristotelian model was developed among the Greeks in
ancient times. It is the most simple and it has basic elements: speaker, message, and
audience.
• Lasswell Model - It is one of the earliest models of communication which was
developed by Harold Lasswell in 1948. It consists of five basic elements in a linear
pattern.
• Shannon-Weaver Model - One of the early models of communication was developed
by Shannon and Weaver; thus, the name Shannon-Weaver Communication Model.
The model was intended to assist in developing a mathematical theory of
communication but eventually it is applied to human communication. Communication
starts from an information source. This source produces a message which goes
through a transmitter, which then encodes the message into signals. Signals are
transmitted via a channel to receiver, who decodes the message from the signal. The
message then finds its way to its destination. As the message travels along the
channel, there may be noise or interference which may lead to a distortion of the
message. This model takes an approximation of the human communication process.
Its primary weakness lies in the way it sees communication as being linear, with the
receiver regarded as taking only a ‘secondary role’ – that which receives the message
or information.

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• Berlo’s S - M - C - R Model - This model is essentially an adaptation of the Shannon-
Weaver model. The model shows a source who encodes a message through a channel
to a receiver who decodes the message. The source may be spoken, written,
electronic, or any other possible “generator” of message. The message is the central
element. Notice that the source (sender) and the receiver encode and decode a
message respectively, based on their communication skills, attitudes, knowledge,
social status, and cultural orientation.
• Schramm’s Model - This model puts emphasis on the process of encoding and
decoding a message. He sees communication as a two-way circular communication,
as opposed to the linear models of Shannon-Weaver and Berlo, between the sender
and the receiver. He adds the concept of feedback which is the response of the
receiver to the message of the sender. Schramm also includes the concept of field of
experience which refers to the interlocutors’ (people who take part in communication)
beliefs, values, experiences, and learned meanings.
• White’s Model - Eugene White focuses on the eight stages of oral communication.
➢ Thinking - a desire, feeling, or an emotion provides a communicator or stimulus
to communicate.
➢ Symbolising - before a communicator can utter a sound(s), s/he has to know
the code of oral language with which to represent his/her ideas in order to make
his/her selection.
➢ Expressing - the communicator then uses his/her vocal mechanism to produce
the sounds of language accompanied by his/her facial expression, gestures,
and body stance.
➢ Transmitting - when sound waves spread at 1,000 ft. per second and light
waves travel at a speed of 186,000 miles per second carry the speaker’s
message to his/her listeners.
➢ Receiving - when the sound waves make an impact upon the listener’s ears
after which the resulting nerve impulses reach the brain via the auditory nerve;
light waves strike the listener’s eyes after which resulting nerve impulses reach
the brain via optic nerve.
➢ Decoding - the communicator interprets the language symbols s/he receives
and thinks further.
➢ Feedbacking - the communicator may show overt behaviour like a nod, yawn
or smile or s/he may not show any behaviour at all.
➢ Monitoring - while the communicator watches signs or understanding of his/her
message among his/her listeners, s/he is also attuned to what is going on inside
him/her; the communicator is receiving and decoding messages about
himself/herself from his/her audience in order to adjust to the particular
situation.

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COMMUNICATION MODELS

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Basic Elements Of Communication

Communication is of “sharing of ideas or feelings with others.” Communication takes places

when one person transmits information and understanding to another person. There is a
communication when you respond or listen to someone. Movements of lips, the wave of
hands or the wink of an eye may convey more meaning than even written or spoken words.
The basic elements of communication process include communicator, communicatee,
message, channel and feedback.

• Communicator is the sender, speaker, issuer or writer, who intends to express or send
out a message.
• Communicatee is the receiver of the message for whom the communication is meant.
The communicatee receives the information, order or message. Message, which is
also known as the subject matter of this process, i.e., the content of the letter, speech,
order, information, idea, or suggestion.
• Communication channel or the media through which the sender passes the information
and understanding to the receiver. It acts as a connection between the communicator
and the communicatee, i.e., the levels of communication or relationships that exist
between different individuals or departments of an organization.
• Feedback, which is essential to make communication, a successful one. It is the effect,
reply or reaction of the information transmitted to the communicatee.
✓ Firstly, the communicator develops an exact idea about concepts, beliefs or data
that he wants to convey.
✓ Then he translates the idea into words, symbols or some other form of message
which he expects the receiver to understand.
✓ The communicator picks out an appropriate medium for transmitting the
message.
✓ The message is then received by the communicate.
✓ The communicate acts upon the message as he has understood it.
✓ Finally, the effectualness of communication is assessed through response or
feedback. If the communication brings in the desired changes in the actions, it
is said to be successful communication.

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Five elements of effective communication:

1. APPROACH. Timing of communication; choice of medium; tone and point of view

(perspective, attitude, and relationship regarding audience, purpose, and material);
recognition of audience (reader vs. writer orientation); direct vs. indirect presentation
(ordering of evidence and conclusions); persuasive strategies and rhetorical appeals (logos,
pathos, ethos)
Checkpoints:
□Timing and choice of medium are appropriate to the purpose, audience, and material.
□Tone is appropriate to the purpose, audience, and material.
□Material is made relevant to the reader (reader’s interests and concerns are
recognized).
□Conclusions are presented directly (conclusion first, evidence last) to a sympathetic
audience, indirectly (evidence first, conclusion last) to a unsympathetic or hostile
audience.
□Persuasive strategy incorporates a mixture of rhetorical approaches (appeals to logic,
feelings, and ethics or credibility).

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2. DEVELOPMENT. Organization (logical arrangement and sequence); evidence and
support (relevance, specificity, accuracy and sufficiency of detail); knowledge of subject and
material; quality of perception, analysis, and insight
Checkpoints:
□Material is arranged in a logical and coherent sequence.
□Conclusion or closing restates the argument and identifies the action to be taken.
□Examples are relevant, specific, detailed, sufficient, and persuasive.
□Quotations support the argument.
□Handling of material demonstrates knowledge and insight.

3. CLARITY. Presentation of thesis or central argument (statement of purpose, delineation

or narrowing of topic, relevance of subordinate or secondary arguments); word choice;
technical language and jargon; structure (sentence, paragraph, document); coherence
devices (organizational statement, repetition of words and phrases, progression from familiar
to unfamiliar, topic and transitional sentences); textual markers (headings, highlighting,
formatting features)
Checkpoints:
□Purpose or central idea is sufficiently limited for meaningful discussion.
□Purpose or central idea is stated clearly, usually in the opening.
□Organizational statement is offered, usually at the end of the opening.
□Subordinate ideas are effectively identified and related clearly to the main purpose or
central idea.
□Language is clear, specific, accurate, and appropriate to the audience, purpose, and
material.
□Word choice is clear, specific, accurate, unassuming, and free of clichés and misused
jargon.
□Technical language and terms are defined and explained as needed (depending on
knowledge of the audience).
□Sentences are free of ambiguity.
□Text is coherent, with new information linked to previously discussed information
(ordered within sentences as “something old/something new”).
□Transitions between paragraphs are clear and helpful.
□Text is appropriately highlighted (bullets, paragraphing, boldface, italics, underlining,
etc.) to engage the reader and reinforce the main points.

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4. STYLE. Word choice (economy, precision, and specificity of language and detail; abstract
vs. concrete language; action verbs vs. linking or weak verbs with nominalizations; figures of
speech: schemes and tropes); tone (personality and humor); active vs. passive voice;
sentence variety
Checkpoints:
□Word choice is economical, clear, specific, accurate, unassuming, and free of
clichés and misused jargon.
□Action verbs are preferred over weak verbs with nominalizations (as
in recommend over make a recommendation).
□Language is appropriately concrete or abstract (signifying or not signifying things that
can be perceived by the senses).
□Figurative language (metaphors and similes, as well as other tropes and schemes)
enrich and deepen the argument.
□Active voice is preferred over passive voice (active voice is used to emphasize the
performer of the action; passive voice is used to emphasize the receiver of the action).
□Sentences are free of wordiness and unnecessarily complex constructions.
□Variety in sentence structure and sentence length creates emphasis.
□Author’s values, personality and – when appropriate – humor are conveyed in a way
that reinforces the message.

5. CORRECTNESS. Rules and conventions of spelling, grammar, punctuation, usage, and

idiom; style (appropriateness of word choice and level of formality to audience, purpose, and
material); social and cultural appropriateness; accuracy in proofreading
Checkpoints:
□Spelling (including technical terms and proper names) is correct.
□Correct words are used to convey the intended meaning.
□Rules of grammar and syntax are followed, including pronoun-noun agreement,
subject-verb agreement, appropriate verb tense, pronoun case, possessive forms,
parallel construction, etc.
□Punctuation (particularly comma placement) reflects standard usage.

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PURPOSES OF COMMUNICATION. Communication is purposive. A sender may not
always recognise it, but every message has a purpose or objective. Consciously or
unconsciously, the sender does something by communicating.

According to J. L. Austin, a language philosopher, many of the things that we say are
equivalent to actions. When a priest says, “I now pronounce you man and wife,” the priest
legally binds the couple with his utterance.

The purposes of communication may be to share information, to satisfy a need, to persuade,

to amuse, or to simply enjoy a conversation. When the purpose is achieved, communication
is said to be successful.

Today, when communication has gone global, one primary reason why interlocutors fail to
achieve the purpose of their communication is their lack of understanding of each other’s
culture. Some examples of cultural differences are given below.
• Apologizing - This speech purpose may be an apology in one culture but an
expression of thanks in another. In the context of using the telephone, for example,
Godard study (1977, in Odlin, 1994) reveals that telephone calls in France are seen
as impositions and so in making calls, the French make an apologetic statement at the
beginning of the call. Evidence also suggests that English speakers use apologetic
formulas more than Russian and Hebrew speakers do.
• Requesting - This speech act also varies across cultures. Evidences show that
German speakers show more directness in making requests than do the British.
German speakers prefer declarative statements in making requests, while English
speakers prefer interrogative statements.

BARRIERS TO COMMUNICATION. Communication is not always successful. As

interlocutors engage in oral interactions, some factors make it difficult for them to achieve
their purpose. These things that make communication difficult are the barriers to
communication. Some common barriers are:
• Competition for attention
• Differences in background (age,
gender, education, culture, religion)
• Differences in perception
• Distractions
• Emotions
• Lack of interest
• Lack of knowledge
• Language
• Message complexity
• Personality
• Poor listening skills
• Stage hogging

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We should remember that no one can be spared from the barriers to communication. However,
an effective communicator knows how to overcome the barriers so as to achieve the end for
which s/he communicates.

Learning Activity
A. Directions: In 3-5 sentences, answer the following questions below in a scholarly manner.
1. Which among the models of communication illustrates best your
beliefs about communication?
2. Do interlocutors usually achieve their purpose for communication?
Why or why not?
3. What problems do you encounter when you communicate? How
will you deal with those problems so you can communicate
better?
4. Do you think it’s easier to communicate with members of your own
sex? Why or why not?

B. Directions: Prepare a short talk for an oral presentation. Choose from the following “maxims
or statements” on communication.
1. You can NOT communicate.
2. Communication is at the core of our humanness.
3. Communication is a transactional process.
4. Communication, like life, is a changing process.
5. Communication connects people.
C. Directions: Review the communication models. Take the strong aspects of the models and
formulate your own model of communication. Draw your model here and write a short
explanation about it.

Assignment:
A. Directions: Choose an object around you which you can compare communication. Be
creative with your answer.
B. Directions: Write an essay about the definition and nature of communication based from
the models that have been discussed. Use a word count limit between 1OO - 3OO words.
C. Directions: Discuss the process of communication by identifying the role of its components.
D. Directions: Describe the process of communication by identifying the role of its components.
Refer to the communication cycle below.

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Lesson 2
Communication and Content
(Experiencing Oral Communication)

BASIC TENETS OR MAXIMS OF COMMUNICATION

• Communication is a dynamic process. It is ever changing, ever moving, and in a state

of lyrics.
• Communication is complex. That is, if there are two persons speaking in reality, there
are several “persons” interacting via the perceptions attached to the message sent and
received.
• Messages are sent NOT meanings. This statement asserts that communication does
not consist of the transmission of meanings because it is not transferable - in fact
meanings are in people NOT in words.
• Communication is systematic. It follows the basic flow of the message through the
different elements of communication.
• Communication involves communicators, not just speakers and listeners.
Communication is proactive. It is because the communicators are capable of seeing,
perceiving, analysing, and shaping situations.

TYPES OF COMMUNICATION
• Interpersonal. This is the most common type of communication – we do this when we
want to convey a message to another person; moreover, the target person is a familiar
person to us; this then distinguishes her or him from the other people we meet on the
street. In this type of communication, the interlocutors are engaged directly in a straight
forward transfer of messages.
• Intrapersonal. It is the type of communication to ourselves; it rarely occurs but happens
in our heads as we think through our choices, strategies, and the possible consequences
of our actions – this takes place subconsciously; this is similar to thinking when we ponder
on certain events, ideas, and experiences. (Litao, 2O11, p.11)
• Intimate Style. This is a completely private language that is used within the family and
with very close friends; usually the intimate group is a pair; it excludes public information
and shows a very close relationship between or among the interlocutors; the jargon or
any vocabulary associated with the group is a feature of this particular style.
Example: Babe Honey bunch Sweetheart Cupcake Darling

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SPEECH ACT THEORY. Communication would sometimes bog down and misunderstandings
crops up now and then. Why? That’s because Austin and Searle (1969 as cited by Antonio,
et. al., 2O11, p.2O) point out, when we speak, there are three things that have to be considered.
• What We Said (Utterance) - It is called the locutionary force of our speech act; since
the word location refers to “saying something,” the term locutionary force consists of the
words in the message.
• What We Do When We Say It (Intention) - It is called the illocutionary force.

The illocutionary force of that statement, “Why did you do it?” could be asking explanation
to justify what the person did or censuring or rebuking the addressee and the expected
response to those two intended meanings would be the perlocutionary force. So if the
child just keeps quiet, then the parent may ask, “Why don’t you answer?” since neither
of the expected responses was made.
• What is the Expected Response or Reaction is to What We Said (Response) - This
is labelled as the perlocutionary force – so if the child just keeps quiet, then the parent
may ask, “Why don’t you answer?” since neither of the expected responses was made.

Another concrete example is the statement “Don’t go into the water.” This is a locutionary act
with distinct phonetic, systematic, and semantic features; the speaker’s intention, which is to
warn the person not go into the water, is the illocutionary act; then if persuaded by the warning,
the person’s staying away from the water constitutes the perlocutionary act.

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Learning Activity:
A. Directions: Interview some foreign friends or classmates (even through chat) about the
practices or customs in their country with regard to:
1. Greeting someone
2. Congratulating someone
3. Placing an order
4. Giving apologies
5. Making requests

B. In connection with the previous activity, find out if their ways of communicating the given
speech acts are similar with ours. List down the significant information that you’ve got from the
interview.

C. Have you had a miscommunication problem with any of the people close to you?
• If yes, narrate briefly when and how it happened. Identify the barriers that prevented
you from having a successful communication. If you could fix the problem, then what
solution or strategy would you adopt?
• If no, cite a scene from a movie or a teleserye which shows the characters confronting
a problem which stems from miscommunication. Is it solved easily or does it remain
a problem? What solution or strategy would you adopt if you were one of the
characters?

D. Directions: Read the following communication situations. Identify the possible speech acts
that might occur in each scene.
1) The VECC school directress scolded you for vandalism; you are aware that vandalism is a major violation
of the school’s policy as clearly stated in The Student’s Handbook.
2) You saw your English teacher drop his wallet during the earthquake drill.
3) You are to give a critique of the literary text to your English teacher.
4) You consider telling your parents that you failed in Oral Communication.

E. Directions: Read the situation below and identify the speech acts in each scenario.
• Imagine yourself laughing. You have heard something so funny that you just can’t
stop laughing. It starts with a slight rumble in your throat, your face lights up with a
wide smile, and then you burst into laughter–real uncontrollable laughter.
• It echoes and rumbles right in your tummy. You hold your sides while you laugh almost
bent over with total mirth. You simply cannot stop laughing – you laugh until the tears
flow out of your eyes.

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F. Directions: Write a self-evaluation based on the following greetings situation. After which,
evaluate yourself in the way you greet these persons:
1) When you meet your old time/highschool friends at the mall.
2) When you meet your teacher(s) in a restaurant.
3) When you meet your movie/TV idol in your school fair.
4) When you meet the person whom you gave your all and left you broken before.

Assignment:

A. Directions: Put a check ( ) on the blank beside the correct answer. Don’t forget to prepare
an explanation for your answer.
1. Which one of the following is not an example of intrapersonal communication?
_____ Sending a text message to a friend.
_____ Talking to yourself.
_____ Writing a reminder note to yourself.
_____ Thinking about a problem you need to solve.
2. The following are examples of interpersonal communication, EXCEPT?
_____ Telling your friends about your family’s excursion.
_____ Conspiring with your siblings to make a birthday surprise
for your parents’ anniversary.
_____ Writing past experiences on your personal journal.
_____ Calling your grandmother to visit you.
3. Group communication involves a different set of skills than interpersonal
communication because . . .
_____ In a group, one receiver has many different senders to take into account.
_____ In a group, one sender has many different receivers to take into account.
_____ Groups, by definition, contain more than two people.
_____ Group communication is more significant than interpersonal communication.

B. Directions: Juxtapose the following terms based on your own words.

1. Group VS Public Communication
2. Dyadic VS Group Communication
3. Interpersonal and Intrapersonal Communication

C. Directions: Review the discussion about the Speech Act Theory. Think of real-life scenarios
where you can apply those three speech acts. Discuss your answer.

D. Directions: Compose a song about the significance of communication in our daily lives. Be
sure that the song that you’re going to make has a meaningful impact in your experiences.
Explain the meaning of the song.

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E. Directions: Imagine that you and your family have found yourselves in a perilous situation.
There is a long list of items that can be used to aid their survival but they can only take a small
number of these items with them which will be specified below. The task is to decide, as a
family, which items to take. One member of your family should write the list of chosen items on
a separate sheet of paper.

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Lesson 3
Nature and Elements of Communication
FUNDAMENTALS OF COMMUNICATION. Communication is a process of sharing and
conveying messages or information from one person to another within and across channels,
context, media, and culture. There is a wide variety of contexts and situations in which
communication can be manifested; it can be a face-to-face interaction, a phone conversation,
a group discussion, a meeting or interview, a letter correspondence, a class recitation, and
many others.

Nature of Communication
• Communication is a process
• Communication occurs between two or more people (the speaker and the receiver)
• Communication can be expressed through or spoken words, actions (non-verbal), or both
spoken words, and non-verbal actions at the same time.

Elements of Communication. Communication is divided into elements which help us better

understand its mechanics or process. These elements are the following:
• Speaker - the source of information of message.
• Message - the information, ideas, or thoughts conveyed by the speaker in words or in
actions.
• Encoding - the process of converting the message into words, actions, or other forms that
the speaker understands.
• Channels - the medium or the means, such as personal or non personal, verbal or non-
verbal, in which the encoded message is conveyed.
• Decoding - the process of interpreting the encoded message of the speaker by the receiver.
• Receiver - the recipient of the message, or someone proved by the receiver.
• Feedback - the relations, responses, or information provided by the receiver.
• Context - the environment where communication takes place
• Barrier - the factors that affect the flow of communication

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Process of Communication Example
• The speaker generates an idea. • Trisha loves Michie, her suitor, as a
friend.
• The speaker encodes an idea or • She thinks of how to tell him using
converts the idea into words or actions. their native language.

• The speaker transmits or sends out a • She tells him. “Michie, mahal kita pero
message. bilang kaibigan lang.”
• The receiver gets the message. • Michie hears what Trisha says.
• The receiver decodes or interprets the • He tries to analyse what she means
message on the context. based on the content and their
relationship, and he’s heartbroken.
• The receiver sends or provides • He frowns and doesn’t say something,
feedback. because he’s in pain.

Functions of Communication. Basically, there are five functions of communication. These

are control, social interaction, motivation, emotional expression, and information dissemination.
• Control - It is a function of communication that deals with behaviour.
• Social Interaction - It is a function of communication that allows individuals to interact
with others.
• Motivation - It is a function of communication that motivates or encourages people to
live better.
• Emotional Expression - It is a function of communication that facilitates people’s
expression of their feelings and emotions.
• Information Dissemination - It is a function of communication that conveys
information.

Features of an Effective Communication. In their pioneer book, “Effective Public Relations”

by Professor Broom, Cutlip, and Center (2O12), shows the list of the 7C’s of effective
communication. This list is widely used today, especially in public relations and advertising.
• 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.
• 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.

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• 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, s/he can easily build rapport
with the audience.
• 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 concatenated to the message conveyed.
• 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.
• Clearness - Clearness or clarity 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.
• Correctness - Correctness in grammar eliminates negative impact on the audience and
increases the credibility and effectiveness of the message.

Barriers of Communication. There are instances when miscommunication and

misunderstanding occur because of certain barriers. To become an effective communicator,
you should recognise these barriers that hinder the communication process. This will enable
you to control the situation, reset conditions, and start anew. The table below presents some
barriers to effective communication with corresponding solutions.

Barrier Example Solution

1) Emotional barriers You are having a bad day or you feel Recognise these kinds of emotions, and
frustrated. politely ask the other person to give you
a moment so you can relax or calm
yourself.
2) Use of jargons You sit in a meeting or class where you think Jargon refers to the set of specialised
the speaker is boring. vocabulary in a certain field. To avoid
communication breakdown due to lack
of clarity, adjust your language. Use
layman’s terms or simple words.
3) Lack of confidence You are asked to share something about Develop self-confidence by joining
your day or weekend, but you are hesitant organisations where you can share and
because you are shy. develop your interests. Look for
opportunities in your school or
community that will help you find your
strengths and improve your abilities.
4) Noisy environment You are having a conversation with some Recognise that noise is a common
friends when a song was played loudly. barrier. Make some adjustments by
asking someone to minimize the volume
or by looking for a quiet area where you
can resume the conversation.
NOTE: These are only some of the barriers; Many others may arise out of context, language, physical restrictions,
and the like.

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Verbal 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. Consider the following when engaging in
this type of communication.
• Appropriateness - The language that you use should be appropriate to the environment
or occasion (i.e., whether formal or informal).
• 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
as much as possible and insubstantial expressions which do NOT add to the message,
such as “uh,” “you know,” “um,” “er,” “I guess,” “so,” and others.
• Clarity - Word meanings, feelings, or ideas may be interpreted differently by a listener;
hence, it’s essential for you to clearly state your message and express your ideas and
feelings.
• 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.
• Vividness - Words that vividly or creatively describe things or feelings usually add colour
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 behaviour 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.

Significance of Nonverbal Communication

The mastery of nonverbal communication is important for several reasons:
➢ It enhances and emphasizes the message of your speech, thus making it more
meaningful, truthful, and relevant.
➢ It can communicate emotions, attitudes, and perceptions without you saying a word.
➢ It can sustain the attention of listeners and keep them engaged in the speech.
➢ It gives the audience a preview to the type of speaker you are.
➢ It makes you appear more dynamic and animated in your delivery.
➢ It serves as a channel to release tension and nervousness.
➢ It helps make your speech more dramatic.
➢ It can build connections with the listeners.
➢ It makes you a credible speaker.
➢ It helps you vary your speaking style and avoid a monotonous delivery.

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Learning Activity:
A. Directions: In 3-5 sentences, answer the following questions below in a scholarly manner.
1. What type of communication barrier have you experienced and how did you overcome it? Explain.
2. Do interlocutors usually overcome these barriers? Why or why not?
3. What problems do you encounter when you communicate? How will you deal with those problems so you can
communicate better?
4. Do you think it’s easier to communicate nonverbally? Why or why not?

B. Directions: Write T for correct statements and F for incorrect statements.

1. A tourist guide orients a group of tourists about a heritage site.
2. The city mayor presents her strategies to execute the plans in a public forum.
3. A television personality thanked his supporters during an interview.
4. The president delivers his last SONA (State of the Nation Address).
5. Julia delivers her valedictory speech.
6. The geometry teacher lectures about mathematical concepts.
7. Patrisha shares her personal frustrations with Angel.
8. Noele shares her insights on how to live peacefully despite a complicated life.
9. Brian greets Gem; then, they start talking about their plans for the holidays.
1O. The teacher reads and discusses classroom policies to her students.

Assignment:
A. Directions: Prepare 1O pieces of ¼ sheet of paper and a small empty box or pencil case. Think of words or phrases
related to your category that will be assigned to you and write each word in a piece of paper. Fold each piece to hide the
word.

B. Directions: Watch a five-minute favourite scene from an English movie, TV series, musical or non-musical stage play.
The chosen scene should show how one or more barriers to communication leads to miscommunication. You only have 25
minutes to plan and organise.

C. Directions: Imagine that you are addressing a group of parents and teachers in an assembly on understanding your
generation known as the “Millennial Generation.” Prepare a two-minute speech that communicates your ideas about the
topic.

D. Directions: Create a two-minute essay that reflects your understanding of what “communication” is about.

E. Directions: Observe at least two of your classes other than English. Find out the nature, process, elements, and models
of communication exemplified in each class. Using a maximum of 500 words, write a report about your observations. Use
the following format:

Font Size: 12
Font Style: TNR / Arial / Verdana
Spacing: 1.5

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Lesson 4
The Speaking Process
THE SPEECH ORGANS. The speech organs, also called the vocal apparatus, refer to all parts
of the human anatomy that are used in speaking. However, not all parts of the speech organs
are primarily designed for speaking. For example, the lungs are primarily intended for breathing,
and the teeth and the tongue, for chewing food. The organs of speech fall into three
groupings: the respiratory, phonatory, and articulatory system.
• Articulatory - It is found in the head and throat
above the larynx. It consists of three resonating activities:
the pharyngeal cavity (throat), oral cavity (mouth), and
nasal cavity (nose). A change in the shape of these
resonating chambers, as air passes through them, modifies
the quality of the sounds produced, particularly the
vowels.
• Respiratory - It consists of the lungs and the
bronchial tubes which lead to the throat. During speech,
the lungs take in air rapidly and let it out slowly.
• Phonatory - It is responsible for the vibration of the
vocal folds, also known as the vocal cords. The vocal
folds produce voice when they vibrate very rapidly
when the air passes through them. The vocal folds
are contained in the larynx, a box-like structure which
functions as a vibration source. The function of the
larynx as a vibration source is called phonation. The
vocal folds are held wide apart, as in relaxed breathing,
when producing voiceless sounds such as [p], [f], and [k].
For voiced sounds, such as [b], [g], and [z], the vocal folds
vibrate at high speed.

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THE VOICE PRODUCTION. When you speak, you
are judged partly by the characteristics of the voice
and the sounds that we make. Our voice carries our
ideas to our listener(s). The voice can be used in a
number of ways to enhance speech. By controlling
vocal characteristics, you can complement,
supplement, or even contradict the meaning we
convey in our speech. To produce a pleasant voice
and to make distinct sounds, we should learn how to
use our speech organs effectively. Let us begin to
understand how voice is produced.

• Breathing - The diaphragm is the main organ used for breathing. It pumps air in and out
of the lungs. The lungs provide the necessary air we need to produce sounds. When you
speak, air is released slowly as you produce sounds. To speak well, you need to learn
how to control the airflow through the lungs. Good voice comes out of good breathing.
Some breathing exercises help improve voice production. You can try these:

1. Say the letters of the alphabet as you exhale. Practice saying as many letters of the alphabet
as you exhale. You can eventually work up to saying the complete alphabet in one breath.
Example:
A Song about Myself (An Excerpt)
By: John Keats
1 2 3
There was a naughty boy, And a naughty boy was he, For nothing would he do
A naughty boy was he, For nothing would he do But scribble poetry-
He would not stop at home, But scribble poetry- He took an ink stand in his
He took in his knapsack He took an ink stand in his hand hand
A book full of vowels And a pen big as ten in the other, And a pen big as ten in the
And a shirt with some towels, And away in a pother he ran other,
A slight cap for night cap, To the mountains And away in a pother he ran
A hair brush, And fountains To the mountains
Comb ditto, And ghosts And fountains
New stockings for old ones And posts And ghosts
Would split O! And witches And posts
This knapsack tight at’s back And ditches And witches
He riveted close and followed his And wrote in his coat And ditches
nose There was a naughty boy And wrote in his coat
To the north, to the north, And a naughty boy was he, When the weather was warm-
And follow’d his nose to the Och the charm
north. When we choose
There was a naughty boy To follow one’s nose
To the north!

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• Vibration - The air is expelled from the lungs moves up to the trachea to the larynx
(commonly called the “Adam’s apple”), where it passes over the vocal cords, or the
“vibrators.” Voice is produced when the outgoing air passes through the vocal cords.
The sound produced during this stage has little volume.

Touch the front of your throat as you say the following sounds:
ffffffffffffffffffffffffffffffffffffffffffffffffffffffffffff
sssssssssssssssssssssssssssssssss
Do you feel your vocal cords vibrate? Now try these sounds:
vvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvvv
zzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzzz
The sound produced during this stage has little volume.

• Resonation - The weak sound produced during the vibration stage is amplified by a
series of organs which act as “resonators.” The resonators are like the body’s built-in
microphone. These are the larynx, pharynx, mouth, and nasal passages. Good
speakers use their resonators effectively.

Listen how your voice sounds and how your resonators can help amplify your voice.
1. Read the following poem below with your tongue flat, like when you yawn, to let the
sounds that you produce exit freely through your mouth.
2. Read the poem again. This time, prolong the vowels.
Example:
The Cataract of Lodore
By: Robert Southey
1 2
“How does the water come down at Lodore?” It runs and it creeps for a while till it sleeps
My little boy asked me thus, once on a time; in its own little lake.
And moreover he tasked me to tell him in rhyme. And thence at departing, awakening and starting,
Anon at the word, there first came one daughter, and then came another, It runs through the reeds, and away it proceeds,
To second and third, Through meadow and glade, in sun and in shade,
The request of their brother, And through the wood-shelter among crags and its flurry
And to hear how the water comes down at Lodore, Helter-shelter,
With its rush and its roar, Hurry-scurry,
As many a time they had seen it before. Here it comes sparkling
So I told them in rhyme… And there it lies darkling;
From its sources where wolf in the tarn on the fell; Now smoking and frothing its tumult and wrath in,
From its fountains in the mountains, Till, in its rapid race on which it is bent,
Its rills and its gills; It reaches the place of its steep descent.
Through moss and through brake, The cataract strong then plunges along,

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3 4
Striking and raging
As if a war waging
Its caverns and rocks among;
Rising and leaping,
Sinking and creeping,
Swelling and sweeping,
Showering and springing,
Plying and flinging,
Writhing and wringing,
Eddying and whisking,
Spouting and frisking.
Turning and twisting
Around and around
With endless rebound:
Smiting and fighting,
A sight to delight in;
Confounding, astounding,
dizzying and deafening
the ear with its sound.
Collecting projecting,
Receding and speeding,
And shocking and rocking,
And darting and parting,
And threading and spreading,
And whizzing and hissing,
And dripping and skipping,
And hitting and splitting,
And shining and twining,
And rattling and battling,
And shaking and quaking,
And pouring and roaring,
And waving and raving,
And tossing and crossing,
And flowing and going,
And running and stunning,
And foaming and roaming,
And dinning and spinning,
And dropping and hopping,
And working and jerking,
And guggling and struggling,
And heaving and cleaving,
And moaning and groaning;
And glittering and frittering
And gathering and feathering,
And whitening and brightening,
And quivering and shivering,
And hurrying and scurrying,
And thundering and floundering;
Dividing and gliding and sliding,
And falling and brawling and sprawling,
And driving and riving and striving,
And sprinkling and twinkling and wrinkling,
And sounding and bounding and rounding,
And bubbling and troubling and doubling,
And grumbling and rumbling and tumbling,
And clattering and battering and shattering;
Retreating and beating and meeting and sheeting,
Delaying and straying and playing and spraying,
Advancing and prancing and glancing and dancing,
Recoiling, turmoiling and toiling and boiling,
And gleaming and streaming and steaming and beaming,
And rushing and flushing and brushing and gushing,
And flapping and rapping and clapping and slapping,
And curling and whirling and purling and twirling,
And thumping and plumping and bumping and jumping,
And dashing and flashing and splashing and clashing,
And so never ending, but always descending,
Sounds and motions forever and ever are blending,
All at once and all o’er, with a mighty uproar,
And this way the water comes down at Lodore.
It runs and it creeps for a while till it sleeps
in its own little lake.
And thence at departing, awakening and starting,
It runs through the reeds, and away it proceeds,
Through meadow and glade, in sun and in shade,
And through the wood-shelter among crags and its flurry
Helter-shelter,
Hurry-scurry,
Here it comes sparkling
And there it lies darkling;
Now smoking and frothing its tumult and wrath in,
Till, in its rapid race on which it is bent,
It reaches the place of its steep descent.
The cataract strong then plunges along,
Striking and raging
As if a war waging
Its caverns and rocks among;
Rising and leaping,
Sinking and creeping,
Swelling and sweeping,
Showering and springing,
Plying and flinging,
Writhing and wringing,
Eddying and whisking,
Spouting and frisking.
Turning and twisting
Around and around
With endless rebound:
Smiting and fighting,
A sight to delight in;
Confounding, astounding,
dizzying and deafening
the ear with its sound.
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5 6
Collecting projecting,
Receding and speeding,
And shocking and rocking,
And darting and parting,
And threading and spreading,
And whizzing and hissing,
And dripping and skipping,
Confounding, astounding,
dizzying and deafening
the ear with its sound.
Collecting projecting,
Receding and speeding,
And shocking and rocking,
And darting and parting,
And threading and spreading,
And whizzing and hissing,
And dripping and skipping,
And hitting and splitting,
And shining and twining,
And rattling and battling,
And shaking and quaking,
And pouring and roaring,
And waving and raving,
And tossing and crossing,
And flowing and going,
And running and stunning,
And foaming and roaming,
And dinning and spinning,
And dropping and hopping,
And working and jerking,
And guggling and struggling,
And heaving and cleaving,
And moaning and groaning;
And glittering and frittering
And gathering and feathering,
And whitening and brightening,
And quivering and shivering,
• Articulation - Sounds produced in the earlier stages of speech production become
understandable speech during the articulation stage. Among the speech organs that work as
“articulators” are the tongue, lips, teeth, and the hard and soft palates. These organs shape the
sounds to become understandable words.
Try the following articulation exercises:
1. Warm up your tongue by saying the following as fast as you can:
bahbahbahbahbahbahdahdahdahdahdahdah
kahkahkahkahkahkahgahgahgahgahgahgah
pahpahpahpahpahpahfahfahfahfahfahfah
mahmahmahmahmahmahnahnahnahnahnahnah
rahrahrahrahrahrahrahrahrahrahrahrah
And hurrying and scurrying,
And thundering and floundering;
Dividing and gliding and sliding,
And falling and brawling and sprawling,
And driving and riving and striving,
And sprinkling and twinkling and wrinkling,
And sounding and bounding and rounding,
And bubbling and troubling and doubling,
And grumbling and rumbling and tumbling,
And clattering and battering and shattering;
And whitening and brightening,
And quivering and shivering,
And hurrying and scurrying,
And thundering and floundering;
Dividing and gliding and sliding,
And falling and brawling and sprawling,
And driving and riving and striving,
And sprinkling and twinkling and wrinkling,
And sounding and bounding and rounding,
And bubbling and troubling and doubling,
And grumbling and rumbling and tumbling,
And clattering and battering and shattering;
Retreating and beating and meeting and sheeting,
Delaying and straying and playing and spraying,
Advancing and prancing and glancing and dancing,
Recoiling, turmoiling and toiling and boiling,
And gleaming and streaming and steaming and beaming,
And rushing and flushing and brushing and gushing,
And flapping and rapping and clapping and slapping,
And curling and whirling and purling and twirling,
And thumping and plumping and bumping and jumping,
And dashing and flashing and splashing and clashing,
And so never ending, but always descending,
Sounds and motions forever and ever are blending,
All at once and all o’er, with a mighty uproar,
And this way the water comes down at Lodore.
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2. Say the following tongue twisters several times. Do it slowly at first, then increase your
speed.

a. The defective detective defectively detecting a defective detector.

A defective detector was defectively detected by the defective detective.

b. The auditor’s auditor audits the auditor who audited another auditor.

c. How can a modifying modifier modifying another modifier modify?

A modifying modifier modifying another modifier modifying another modifier modifies.

d. The kid in the castle wishes to whistle a new whistle. A new whistle the kid in castle
wishes to whistle. “What a whistle to whistle,” whispered the kid in the castle.

Learning Activity:
A. Directions: In 3-5 sentences, answer the following questions below in a scholarly manner.
1. What makes a speaker’s voice pleasant? Explain.
2. Can we improve the quality of our voice? How?
3. How would you evaluate your own voice quality?
B. Directions: Pretend that you are a newscaster; make a recording of yourself delivering a
news report and answer the following questions.

a. What can you say about your voice? Are you happy with it, or you want it
improved? Write your comments about your voice.

Strengths Weakness

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b. Let a classmate listen to your recording. Ask him/her for comments about your
voice. Do the same for your classmate as well.

C. Directions: Imagine that you are going to report the cataclysmic between the government
and the ISIS terrorists in Marawi City and as a reporter, you are expected to report the
immediate happenings in that place. Write the outline of your report in a sheet of paper and
present it in front of the class.

Assignment:

A. Directions: Study the parts of speech organs and choose at least 3 of them and explain the
importance of those parts in your own words.

B. Directions: Choose at least one tongue twister that you know. You must say it loud and
clear only once without fail. If you failed to utter even a word, you must repeat it from the start.
Send a record through Messenger.

C. Directions: Look for a 5 minute speech (preferably on topics about politics or education
issues) and then answer the following questions.
a. What is the main idea of the speech?
b. Is the speaker stating an opinion or a fact? Explain your answer.
c. What is the speaker’s purpose in delivering the speech? Substantiate your answer.
d. Does the speaker effectively share his thought to the audience?

D. Directions: Create a skit using the following situations.

a. You are a guidance counsellor in a public school and you are consoling a group of
students who are emotionally struggling.
b. You are the coach of the school’s basketball team and you are motivating your players
after a big loss.
c. You are the CEO of the company and you are reprimanding your employees for
tardiness while maintaining your composure.
d. You volunteered as a social worker in a depressed community and you are explaining
the benefits of family planning to the members of the community.

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Lesson 5
The Listening Process
NATURE OF LISTENING. Listening is an active process that involves not just hearing sounds,
but also, understanding and judging what we have heard. Hearing involves the recognition of
sounds or of words. We can repeat exactly what we have heard, but that is not enough to say
we have listened. Listening needs understanding.

When we understand what we listened to, we are able to respond properly. We are able to
make sense of what we hear. And then we can make judgments. We evaluate what the speaker
has said according to our beliefs or according to our views of the world. We can provide
feedbacks–verbal or nonverbal, or both. This makes the listener an active participant in the
communication process.

TYPES OF LISTENING. Different situations call for different types of listening. We sometimes
listen for pleasure. Other times, we listen to obtain information. We even listen to analyse or
evaluate things. The following are the common types of listening:
• Discriminative - This is considered the most basic type of listening. This allows us to
sense the differences in sounds, and in understanding the differences, we can make
sense of the meaning.
• Informative - This is also called listening to understand. The listener’s primary purpose
in this type of listening is to understand the message, or to gain information. This type
of listening is done when we listen to lectures, to news reports, or to instructions. If we
listen poorly, we will not get the information that we need.
• Appreciative - This type of listening is for enjoyment. We listen to music, to a speaker
that we like, or to dialogues in soap opera or in the movies.
• Critical - This type of listening makes us evaluate carefully what we hear before
believing it. We need to assess the truth or falsity of what is being said. This type of
listening is significant when the speaker is trying to persuade us maybe to do something
or to change our beliefs.

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BARRIERS TO LISTENING. There are various factors that become barriers to listening which
we need to identify and overcome. Among these are:
• Stage hogging
• Message complexity
• Lack of knowledge
• Lack of interest
• Lack of attention span
• Emotions
• Noise and other distractions
• Tone or voice misinterpretation
• Language differences
• Biases
• Failure to “tune-in” to the speaker
• Action or body language

The list is not exhaustive. There may be other barriers of listening. We can’t make
communication situations perfect for us all the time. But you can work to become effective
listeners. Here are some tips:
• Prepare to listen - No one who does not want to listen becomes successful at listening.
• Concentrate on what the speaker is saying - Understand the main ideas.
• Keep an open mind - You won’t understand the speaker if you judge what s/he is
saying before s/he finishes delivering his/her ideas or thoughts.
• If you have biases, admit them - Don’t let your biases get in the way of understanding
the speaker’s message.
• Ask questions - If you don’t understand the message, it’s alright to verify it. Just don’t
overdo it. The others may think that you’re not really listening.
• Give feedback - You are a participant in the communication process. Let the speaker
know you understand the message. You don’t only do it through words. You can do it
with your actions and facial expressions.
• If you have to speak, don’t interrupt - Let the speaker finish what s/he is saying.
• Know when to speak up and know when to shut up - Know when to just listen.

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Listening Activity:
A. Directions: In 3-5 sentences, answer the following questions below in a scholarly manner.
1. How significant is listening in achieving effective communication?
2. Are you a good listener? Why or why not? Cite one specific situation which shows
that you are a good/bad listener.
3. What type of listening have you done lately? Were you successful at it? Why or
why not?

B. Directions: Which among the four types of listening you prefer the most. Write down the
reasons why you prefer this type of listening.
C. Directions: Listen to the following. Write your understanding and your reactions to what you
have listened to. What is it about? What do you feel after hearing it? Describe the emotions that
you’ve felt after hearing the following and explain.
a. Music of Yiruma
b. Latest news report
c. Classroom situation
d. Radio commentary
D. Directions: The listening misconceptions affect people’s life. Identify an important situation
when you have fallen for these misconceptions. Describe the consequences of believing these
erroneous assumptions.
a. Thinking that, because you were hearing a message, you were listening to it.
b. Believing that listening effectively is natural and effortless.
c. Assuming that other listeners understood a message in the same way as you.

Assignment:

A. Directions: Listen to a particular news report, educational videos or other audio type of
storytelling materials and write your observation about it where types of listening that were
discussed will appear.
B. Directions: Think of an animal sound that you’re going to enact. You must have 5 different
animal sounds which will be given by pairs. All you need to do is to mix yourselves while
producing the animal sound that was assigned to you and find the person who used the same
animal sound as yours.
C. Directions: Listen to the following songs and write your interpretations about it. Write the
singer’s/composer’s intention in singing/writing it. Describe the emotions that the singer wanted
to impart and write the type of listening that you used in describing it.
a. “I Wanna Know What Love Is” by: Morissette Amon
b. “Writings On The Wall” by: Sam Smith
c. “All I Ask” by: Adele
d. “Perfect” by: Ed Sheeran
e. “Thinker” by: Up Dharma Down

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Lesson 6
The Speech Sounds
SOUNDS OF ENGLISH. The sounds of English, just like the sounds of any language, are
composed of what are known as consonants and vowels.

The Consonant Sounds. Consonants are sounds that are produced with a complete or
partial closure of the vocal tract. They are described in terms of place of articulation, or where
the sound is being made; manner of the articulation, or how the sound is being produced; and
voicing, or whether or not the vocal cords are vibrating.

As you can see in the Table 1 shows the consonant sounds in the English language and the
features of each sound. These are represented by the International Phonetic Alphabet (IPA)
symbols, which are used to represent the sounds of the oral language. The IPA symbols should
not be confused with the letters of the alphabet that are used to spell words. For example, the
word cast is spelled with a [c] but is represented by a [k] symbol. Sometimes, there is no-one-
to-one correspondence between the sounds as they are spelled and as they are represented
in the IPA. An example is the word sing which is spelled with four letters but has only three
symbols /sɪŋ/ when transcribed using the IPA.

Place of Bilabial Labio- Dental Alveol Palato- Palata Velar Glottal

Articulation Dental ar Alveolar l
Manner of
Articulation
Plosive Voiceless p (pan) t (ten) k (coat)
Voiced b (ban) d g
(dash) (gear)
Nasal Voiceless m (mix) n (nap) ŋ
Voiced (sing)
Fricative Voiceless f (face) Ө (think) s (six) ʃ (chef) h (hero)
Voiced v ð (then) z (zip) ʒ (treasure)
(vase)
Affricates Voiceless tʃ (church)
Voiced dʒ
(gesture)
Approximant r (run) j (yes)
Voiceless
Voiced
Lateral l (learn)
Voiceless
Approximant Voiced
Glide/Semi Vowel w (win)
ẉ
(which)

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Practice the sounds using the sample words given below. Notice that the sounds as
represented by IPA symbols do not necessarily correspond with the letters of the alphabet,
which are used to spell words.

Consonant Sample Words

p pan, pair, palace, play, upon, support, rapport, map, top
b bet, bell, boy, about, ambulance, laboratory, ribbon, sob
t tan, town, step, stone, steak, stamina, asset, pit, hit, locket
d dance, down, dog, adept, adamant, adult, add, bad, rod
k can, care, cap, colour, ticket, skill, racquet, pick, sick
g get, goat, gate, again, regain, bargain, log, bug, egg, dig
m man, morn, master, mother, simple, ample, lemon, slam
n nap, net, now, fanatic, enable, understand, akin, skin
ŋ sing, ring, finger, think, pink, prank, morning, setting
f fine, fan, face, phone, elephant, enough, rough, laugh
v van, vase, voice, vent, survive, revive, five, live, cave, of
Ө think, thank, thin, anthem, math, moth, cloth, both, breath
ð then, this, though, mother, father, brethren, bother, breathe
s seal, sun, step, smart, restore, upset, face, embrace, miss
z zip, zany, zoo, visit, rise, rose, maze, busy, lazy, crazy, buzz
ʃ share, she, shower, shine, usher, machine, crash, trash
ʒ leisure, measure, azure, fusion, vision, visual
h hat, hot, how, hair, hack, hello, harm, ahead, behead, hero
ʧ chance, cheap, chin, cheek, achieve, much, church
ʤ jam, jump, judge, just, joke, gym, gigantic, age, large
r run, raise, read, arise, career, pray, murmur, usher, wonder,
j yes, yen, yellow, payer, clay, ballet, fillet, chalet
w we, win, wait, wet, how, row, rainbow, window, sorrow
l love, learn, leg, little, align, elegant, elephant, sell, ball, roll

Place of Articulation. To help you with the places of articulation for each sound, refer to the
diagram below.
• Bilabial - Sounds are made with closure of both lips such
as the sounds [p], [b], and [m].
• Labio-Dental - Sounds are produced with the closure or
near closure of the lower lip and the upper teeth. Labio-
dental sounds are [f], and [v].
• Dental - The tip of the tongue is placed against or near the
teeth to produce the dental sounds [ð], and [Ө].
• Alveolar - Alveolar sounds such as [t], [d], [n], [s], and [z]
are produced with the tip or the blade of the tongue touching
or brought near the alveolar ridge.

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• Palato-Alveolar - Sounds such as [ʃ] and [ʒ] are produced with the tip or the blade of
the tongue touching or nearly touching the hard palate which is slightly behind the
alveolar ridge. The term alveo palatal is sometimes used for this place of articulation.
• Palatal - The palatal sound involves the front of the tongue against or near the hard
palate such as in the production of [j].
• Velar - Velar sounds [k], [g], and [ŋ] are produced with the back of the tongue against
or near the velum or the soft palate.
• Glottal - The glottal sound [h] is produced with a constriction in the glottis.

Manner of Articulation. Here are the different manners of articulation.

• Plosive - The sound is produced with a complete obstruction of the vocal tract, which, when released,
makes the air “explode” out of the mouth.
• Nasal - The sound is produced by the obstruction of the vocal tract and the lowering of the velum, which
causes the air to flow out of the nasal cavity rather than from the oral cavity.
• Fricative - Like the stop, there is constriction in the vocal tract by the articulators but fricatives do not make
a complete closure. When the air passes through a very narrow opening, the air becomes turbulent,
producing a hiss-like friction.
• Affricative - The sound produced is a combination of a stop and a fricative. There’s a complete closure in
the vocal tract which blocks the airstream, and when the articulators part slowly, they produce friction.
• Approximant - The sound is formed by the constriction of the vocal tract, but with no obstruction in the
vocal tract. This means that the articulators have enough space between them to allow the airstream
through with no audible friction.
• Lateral approximants are produced with the centre of the tongue forming a closure with the roof of the
mouth but the sides are lowered.

The Glottal State. Glottal state may be voiced or voiceless. When the vocal folds vibrate, the sounds produced are
said to be voiced. When we don’t feel any vibration, the sounds produced are said to be voiceless.

CRITICAL SOUNDS OF ENGLISH. These are considered critical sounds for Filipino speakers:
[f], [v], [Ө], [ð], and [z]. They are compared with the sounds where Filipino speakers commonly
make mistake. Note the differences in terms of voicing, as well as the place and manner of
articulation.
Consonant Voicing Place of Articulation Manner of Articulation
[p] voiceless bilabial plosive
[f] voiceless labio-dental fricative
[b] voiced bilabial plosive
[v] voiced labio-dental fricative
[Ө] voiceless dental fricative
[ð] voiced dental fricative
[t] voiceless alveolar plosive
[d] voiced alveolar plosive
[s] voiceless alveolar fricative
[z] voiced alveolar fricative
[ʃ] voiceless palato-alveolar fricative
[ʒ] voiced palato-alveolar fricative

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Keep practising the sounds by observing the voicing as well as the place and manner of
articulation. Try the following tongue twisters so your practice becomes fun.
• Zebras zig and zebras zag
• Forty four fireflies fly fast for fun.
• Which witch wished which wicked wish?
• Vincent vowed vengeance very vehemently
• Think of six thin things and think of six chick things too.
• She sells seashells by the seashore
• I thought a thought but the thought I thought wasn’t the thought I thought I thought
• Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t fuzzy, was he?
• He would chuck, he would, as much as he could, and chuck as much wood as a woodchuck
would if a woodchuck could chuck wood.
• Fresh fried fish, fish fresh fried, fried fish fresh, fish fried fresh.

VOWEL SOUNDS. Vowels cannot be described in the same way as consonants, that is,
through place and manner of articulation and voicing. Vowels are typically voiced. All vowels
are approximants. In terms of place of articulation, vowels are distinguished only whether the
front, centre, or back of the tongue is raised towards the roof of the mouth.

Vowel sounds, unlike consonant sounds, are produced with an open vocal-tract- the articulators
don’t form a complete or partial closure in the airstream. Vowels are described in terms of
roundedness, backness, and height.
• Roundedness - It refers to whether the lips are rounded or not when a vowel sound is produced. For
example, [o] is produced with rounded lips while [a] is not. Front vowels tend to be unrounded, while back
vowels tend to be rounded.
• Backness - It refers to the position of the tongue relative to the back of the mouth. When [i] is produced,
notice that the tongue is positioned forward in the mouth; with [u], the tongue is positioned towards the
back of the mouth.
• Height - It refers to the vertical position of the tongue relative to the roof of the mouth or the aperture of the
jaw. When you say [l] or [u], the tongue is positioned high in the mouth. They are high vowels.

The following chart presents the vowel inventory of most American English speakers.
Front Central Back
High /i/ beat /u/ ooze
/ɪ/ bit /υ/ good
Mid /e/ bait /˄/ sun /o/ owe
/ε/ bit /ə/ above /ɔ/ awe
Low /ӕ/ map /a/ pot

Most of the English vowels are critical sounds for Filipino speakers. Although we produce /i/,
we do not distinguish it with /ɪ/. In English, we have to be careful producing those sounds as a
change in its production means a change in the meaning of a word such as in /bit/, meaning
‘beat’ and /bɪt/, meaning ‘bit.’

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Practice the vowel sounds of English by using the keywords as guide.
Vowels Keywords
speech scene suite vehicle creature anemic receive recent
/i/ machine believe sheep peas weary leisure seat reach breathe
been English orange friction busy image myth chocolate
/ɪ/ lettuce, women build ship fill sit sin rich list glitch
bathe lake date halo face pain vacation same steak alias radar
/ e / or / eɪ / fate ace frail ale
any breath special treasure many various bell meadow says
/ε/ sweater pleasant said
sun bus some flood culture gum southern cousin tongue
/˄/ onion rough oven punctual country supplement
heart palm car farm far barber father hard doll garden hot
/a/ almonds
man land fashion apple band meringue natural cabin dance
/ӕ/ bag plaque laugh
beau folk whole control toll hole ghost brooch low probe bowl
/o/ cocoa owe sofa
law daughter pause laundry sauce war dawn inaugural water
/ɔ/ lawn audience awe fraud author bought applause
ooze lose womb blue choose tomb soup jewellery food broom
/u/ cruise fool
good bullet cushion book woman shook could stood bush
/υ/ bosom pull look
/ə/ about attend across ago correct data sofa circus
paper murmur hanger error over jeopardy whisper mother
/ɚ/
firm burn girl journey word world colonel murmur earn urgent
/ɝ/ surgeon purple furniture excursion return urn

Here are the samples on how to translate and transcribe words using the IPA symbols.
Words IPA Translation
apple / ’ӕ-pl / or / ’ӕ-pəl /
southern / ’s˄-ðɚn /
ivory / ’aɪ-vəri /
audible / ’ɔd-əbl /
poison / ’poɪ-zən /

IPA Translation Transcription

/ kom / comb
/ mӕn / man
/ kwɪk / quick
/ ’ӕks-εnt / accent
/ ’de-tə / data

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Practise the vowels some more with these tongue twisters.
• Eddie eats eight eggs easily every evening
• The sheep on the ship slipped on the sheet of sleet.
• The coat from the coast cost more than most
• Whenever he chewed we all viewed his food
• Put the bad bat back in the bag
• The man in the cap had a hat and a cup
• He let himself be led to the place for the plays
• Silly Sally went to the sea that I see but the sea that I see is not a sea but seashore.

ENGLISH SOUNDS AND SPELLINGS. English sounds and spellings do not always agree.
Study the given poems below about the queerness or absurdity of the English language.

Our Queer Language

By: Anonymous
I think you already know of tough and bough, and cough and though.
Others may stumble, but not you, on hiccough, thorough, laugh, and through.
Well done! And now you wish, perhaps, to learn of less familiar traps.

Beware of heard, a dreadful word that looks like beard and sounds like bird.
And dead—it’s said like bed, not bead. For goodness sake, don’t call it deed!
Watch out for meat and great and threat.
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, nor dear and fear for pear and bear.
And then there’s dose and rose and lose, just look them up—and goose and choose.
And cork and work and card and ward;
and font and front and word and sword.

And do and go, then thwart and cart.

Come, come I’ve hardly made a start.

A dreadful language? Man alive,

I’d mastered it when I was five!

Learning Activity:
A. Directions: In 3-5 sentences, answer the following questions below in a scholarly manner.
1. How are vowels different from consonants? What features do we use to describe
each?
2. Why is it significant to know the sounds’ features?
3. What do you think would a language be without vowels?
4. Why are there some English sounds that are not easy for Filipino speakers to
produce? Give examples of these sounds.
5. How can you improve your speech sounds?

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B. Directions: Watch an American show. Listen to how the characters speak. Pick at least 1O
words the characters said and transcribe the words. Share your list with a classmate. Together,
practise how to say the words by producing the speech sounds correctly.

C. Directions: In connection to the previous task, recite the words that you’ve got from the
video that you’ve watched by producing the right sounds. Write the easiest words that you’re
good enough and the difficult ones on the other column.

D. Directions: Imagine that you arrived in England today. You have seen a lot of English people
talking in your surroundings. Write your observations about the way native speakers of English
use their language, how different are they from the way we speak English.

Assignment:

A. Directions: Compose a song about the importance of using IPA symbols to lead us in
pronouncing words correctly. Send a video of yourself singing that song via Messenger or
present it in Zoom.

B. Directions: Choose at least one tongue twister that you know. You must say it loud and
clear without fail. If you failed to utter even a word, the group must repeat it from the start. Send
a video of your presentation via Messenger or present it in Zoom.

C. Directions: Study the place and manner of articulation and choose at least 5 of them.
Elucidate the significance of those parts in your own words.

D. Choose at least 15 words and transcribe it on a separate using the IPA symbols. Send your
answer via Gmail.

E. Directions: Transcribe the following words using IPA symbols

steak mutton lobster
money salary stipend
leave return pedestal
grape orange mangoes
wreck destroy annihilate

F. Directions: Look for a 5 minute speech (preferably on topics about politics or education
issues) and then answer the following questions.
• What is the main idea of the speech?
• Is the speaker stating an opinion or a fact? Elucidate your answer.
• What is the speaker’s purpose in delivering the speech? Substantiate your answer.
• Does the speaker effectively share his thought to the audience?

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First Preliminary Examination
Oral Communication
I. Identification: Directions: Read the following sentences carefully and write the correct answer on the space
provided before each number.

_____ 1. It is a kind of space that extends from 1ft. to 1.5ft.

_____ 2. This is the medium used by the speakers in encoding and decoding messages.
_____ 3. It is the use of space when people communicate in relation with other people.
_____ 4. This is the content which is organized and encoded in a language understood by the speakers and
transmitted verbally or nonverbally.
_____ 5. It is one of the first modes of communication of the human being that refers to touching.
_____ 6. This is the transmitter of verbal and nonverbal messages.
_____ 7. This non-verbal communication associated with graphic location.
_____ 8. This is the term for people who take part in communication.
_____ 9. It is a technique used to send messages and meanings either consciously or unconsciously.
____ 1O. It is one of the elements of communication process that refers to the content to be sent.
____ 11. This communication model states that communication starts from an information source.
____ 12. It is a communication activity which calls for a large group of people.
____ 13. It is a communication model that was developed by Aristotle.
____ 14. It is a communication activity which involves three or more persons talking to each other.
____ 15. This non-verbal category represents different materials to convey a message.
____ 16. It is a communication activity which involves two people speaking.
____ 17. It is a communication element that refers to the one who accepts the message.
____ 18. It is a communication activity which includes speaking aloud to oneself to clarify or rehearse a message
or simply let off emotions.
____ 19. It is a communication element that refers to the one who gives or shares the message.
____ 2O. It is a communication activity which calls for contemplating, meditation, analysis, and thinking.
____ 21. This communication element refers to the medium used in the communication process.
____ 22. It is the level of communication that involves an exchange between a sender and a receiver of a message.
____ 23. It is a communication element that refers to the response to the sender’s message.
____ 24. It is the level of communication that allows an individual by analysing, clarifying, or reflect upon
something.
____ 25. It is a type of communication that expresses facial expressions, gestures, or eye behaviour.
____ 26. It is the level of communication that involves only the individual himself/herself.
____ 27. It is a type of communication that expresses emotions, thoughts, or opinions.
____ 28. The word “communication” was came from this Latin word which means “to impart”, “to share”, or “to
make common”.
____ 29. It is a communication model that refers to the concept of “field of experience.”
____ 3O. It refers to the exchange of thoughts between two or more persons through the use of spoken words.

II. Visual Representation: Directions: Draw the following communication models. Use the given boxes below for
your answer.
►Aristotelian Model
►Shannon-Weaver Model
►Berlo Model
►Schramm’s Model

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Second Preliminary Examination
Oral Communication
I. Identification: Directions: Read the following sentences carefully and write the correct answer on the space
provided before each number.
_____ 1. It refers to the exchange of thoughts between two or more persons through the use of spoken words.
_____ 2. It is a speech act force that refers to “saying something” consists of the words in the meaning.
_____ 3. The word communication was came from this Latin word which means “to impart”, “to share”, or “to make
common”.
_____ 4. It is a speech act force where asking explanation to defend what an individual did or reproaching the
receiver.
_____ 5. It is the level of communication that involves only the individual himself/herself.
_____ 6. It is a speech act force which expected response about what we’ve said takes place.
_____ 7. It is the level of communication that allows an individual by analysing, clarifying, or reflect upon
something.
_____ 8. The signals in this type of meaning have distinctive sounds that are joined together as one fo rm a
meaningful item.
_____ 9. It is the level of communication that involves an exchange between a sender and a receiver of a message.
____ 1O. This type of meaning proves that distinctive signal lies not in the sound itself because it has to do with
the meaningful units.
____ 11. It is a communication activity which calls for contemplating, meditation, analysis, and thinking.
____ 12. The knowledge of grammatical rules is that this type of meaning is all about.
____ 13. It is a communication activity which includes speaking aloud to oneself to clarify or rehearse a message
or simply let off emotions.
____ 14. It is one of the categories of non-verbal communication that uses gestures to transmit words and numbers
as a message.
____ 15. It is a communication activity which involves two people speaking.
____ 16. This non-verbal category represents different materials to convey a message.
____ 17. It is a communication activity which involves three or more persons talking to each other.
____ 18. It is a type of non-verbal communication that refers to the use of winking or raised eyebrows.
____ 19. It is a communication activity which calls for a large group of people with primarily one speaker addressing
the group that generates only minimal feedback.
____ 2O. This non-verbal category refers to all movements which are not frequently used as signals on cues.
____ 21. It is a form of communication that requires language to express our thoughts, emotions, or opinions.
____ 22. It is a technique used to send messages and meanings either consciously or unconsciously.
____ 23. It is a form of communication that requires facial expressions, eye behaviour, vocal characteristics,
gestures, or postures to convey a message.
____ 24. This non-verbal communication associated with graphic location.
____ 25. This is the transmitter of verbal and nonverbal messages.
____ 26. It is one of the first modes of communication of the human being that refers to touching.
____ 27. This is the content which is organized and encoded in a language understood by the speakers and
transmitted verbally or nonverbally.
____ 28. It is the use of space when people communicate in relation with other people.
____ 29. This is the medium used by the speakers in encoding and decoding messages.
____ 3O. It is a kind of space that extends from 1ft. to 1.5ft.

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II. Reading Comprehension: Directions: Read the passages below carefully and identify what type or kind of
communication that was used in each scenario. Justify your answer in 5-1O sentences only. Write your answer on
the space provided.

1. Abby is reading a story in front of the class about Cornelia and Jenny who went to SM Masinag to buy a dress
for the upcoming banquet. Cornelia bought a backless dress which is black in colour, while Jenny bought a gown.
Rona was very concerned about her gown because it’s too heavy and fluffy and very awkward for a fat person like
her. The gown is golden yellow in colour and full of golden beads and royal red feathers. Rona decided to confront
her but Jenny didn’t listen to her. At the party, while walking together with their partners Anton and Lucas, Jenny
cannot walk anymore because of her gown so she fell at the swimming pool. Without any hesitation, Lucas saved
her and said sorry for her friend for not listening to her advice.

2. After she looked to the right and to the left, Venus carefully entered the hotel. She crossed to the empty lobby
and walked directly to the stairs. The elevators were too risky. The fewer people she saw, the better. She quickly
reached her single room and inserted the key in the lock. She opened the door very slowly and she cautiously
entered the room. Then she stopped suddenly and stared at the lifeless body on the floor.

3. Everybody calls me young and beautiful, wonderful. Am I? Look at my hair, my lips, my red rosy cheeks and a
pair of blinkering eyes. I remember, somebody says that I look like my mother, but that when she was young. Now,
I am much lovelier than she is. I am a mortal Aphrodite. Oops! What time is it? I must get ready for the party!
“Beep...beep!” that’s the car. “Child, are you still there?” my mom said, but I didn’t mind her. At the party, I danced
the whole night. At last! The party is over and I am very tired. “Mama, I’m home!” I said, but no one responded. I
look for her in the kitchen lying on the floor, dead. So I cried and cried until I noticed the broken glass on her hand.

III. Language Expression: Directions: In 5-1O sentences, answer the following questions briefly.

1. What are factors that you can consider which affects the interpersonal communication or intrapersonal
communication to be failed? Give at least three factors and explain.

2. Elaborate the importance of using non-verbal communication in the following scenarios:

• A mute mother who defends her son from his bully classmates.
• A beggar old man who took care of his dog who saved his life
from danger.

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Oral Communication
Midterm Examination
I. Identification: Directions: Read the following sentences carefully and write the correct answer on the space
provided before each number.
_____ 1. It refers to the exchange of thoughts between two or more persons through the use of spoken words.
_____ 2. It is a communication model that refers to the concept of “field of experience.”
_____ 3. The word communication was came from this Latin word which means “to impart”, “to share”, or “to make common”.
_____ 4. It is a type of communication that expresses emotions, thoughts, or opinions.
_____ 5. It is the level of communication that involves only the individual himself/herself.
_____ 6. It is a type of communication that expresses facial expressions, gestures, or eye behaviour.
_____ 7. It is the level of communication that allows an individual by analysing, clarifying, or reflect upon something.
_____ 8. It is a communication element that refers to the response to the sender’s message.
_____ 9. It is the level of communication that involves an exchange between a sender and a receiver of a message.
____ 1O. This communication element refers to the medium used in the communication process.
____ 11. It is a communication activity which calls for contemplating, meditation, analysis, and thinking.
____ 12. It is a communication element that refers to the one who gives or shares the message.
____ 13. It is a communication activity which includes speaking aloud to oneself to clarify or rehearse a message or simply
let off emotions.
____ 14. It is a communication element that refers to the one who accepts the message.
____ 15. It is a communication activity which involves two people speaking.
____ 16. This non-verbal category represents different materials to convey a message.
____ 17. It is a communication activity which involves three or more persons talking to each other.
____ 18. It is a communication model that was developed by Aristotle.
____ 19. It is a communication activity which calls for a large group of people.
____ 2O. This communication model states that communication starts from an information source.
____ 21. It is one of the elements of communication process that refers to the content to be sent.
____ 22. It is a technique used to send messages and meanings either consciously or unconsciously.
____ 23. This is the term for people who take part in communication.
____ 24. This non-verbal communication associated with graphic location.
____ 25. This is the transmitter of verbal and nonverbal messages.
____ 26. It is one of the first modes of communication of the human being that refers to touching.
____ 27. This is the content which is organized and encoded in a language understood by the speakers and transmitted
verbally or nonverbally.
____ 28. It is the use of space when people communicate in relation with other people.
____ 29. This is the medium used by the speakers in encoding and decoding messages.
____ 3O. It is a kind of space that extends from 1ft. to 1.5ft.

II. Visual Representation. Directions: Draw the following communication models. Use the given boxes below for
your answer.

► Aristotelian Model
► Shannon-Weaver Model
► Berlo Model
► Schramm’s Model

III. Language Expression: Directions: In 3-5 sentences, answer the questions below. Write your answers on the
space provided below.

1. Juxtapose the following: Shannon-Weaver V.S. Berlo V.S. Scrahmm.

2. Among the six model of communication discussed which illustrates best your beliefs about communication? Why?
3. Explain the quote, “To speak and to speak well are both two things: A fool may talk, but a wise man speaks.” (Ben Jonson)

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Lesson 7
Communication Cues
(Focus on Verbal and Non-verbal Symbols)

Types of Meaning. According to (Madrunio, et.al 2011, p.30 citing Flowerdew and Miller in
2005) cite different types of meaning based on the distinctive signals that indicate how the
words are used and sentences formed differ in meaning from the other words and sentences
in the language. Your knowledge of those signals may help you minimize possible
miscommunication in speaker messages and they will also help you make sense of new or
unfamiliar words.

1) Phenomenological - The signals for this type of meaning are distinctive sounds that are
put together to form a meaningful item.
Example: pat
bat
bear
pear

2) Semantic - The distinctive signal lies not in the sound itself, because there are some
words that have the same sound, but have different spellings and meanings. There are
some words that have the same spelling, but pronounced differently because they have
certain sounds and are assigned different meanings.
Example: sale – soul
hoarse - horse
pour - pore
minute – minute

Semantic meaning has to do with meaningful units, namely the morphemes which could
be words that can stand by themselves or affixes that are attached to signal another
meaning. It also has to do with the meaning of compound words, that is, two or three
words put together to form another term which more or less combines the meaning of the
words that compose it; these could be solid or one word compounds, hyphenated
compounds or separate compounds.
Example: stepmother greenhouse
roadmap
family tree

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3) Syntactic - This refers to your knowledge of grammatical rules. It involves the use of
correct word order and the difference in meaning that results from the change in the
structure of a sentence.
Example: The phone is ringing.
I shall phone you later.

4) Pragmatic - This considers not just words, but also the context of the situation and the
relationship of the communicators to arrive at the meaning of the utterances.
Example: Teacher (talking to the class)
“Class, there are pieces of paper on the floor.”

Words do not only have several meanings depending on the context on the situation, but they
may also have specialized meanings depending on the field of study or are of work where they
are used.
Example:
Babe, I’m giving you this ring.
Give me a ring tonight so we can discuss your proposal.
Ring the correct word that should be used in each sentence.

Non-Verbal Communication focus on the “Hidden Language”. Non-verbal communication is

the transfer of meaningful information from one person to another by means of other that written
or spoken. Non-verbal communication consists of relaying message units to augment,
contradict or replace verbal communication.

Roles of Non-verbal Communication

• Communicators can reflect their emotions through their non-verbal cues/actions in public.
• Communicator’s NVC can enhance his/her message.

Categories of Non-verbal Communication

• Sign Language - These are words and numbers which are transmitted as message
through the use of gesture.
• Object Language - Represents material objects like clothes, shoes, tools, or art objects.
• Action Language - Refers to all movement which are not frequently used as signals on
cues.

Functions of Non-verbal Communication

• Repeating ● Contradicting
• Substituting ● Complementing
• Accenting ● Relating and Regulating

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Types of Non-verbal Communication
• Time - Time related non-verbal communication is a fun interpersonal communication; it
speaks.
• Proxemics - This is the use of space when people communicate in relation with other
people

Kinds of Space
• Intimate space - 1 to 1.5 feet
• Personal space - 1 to 2.5 feet
• Public space - from 12 extends as far as feasible

Territoriality - Non-verbal associated with graphic location, where people in relation to one
another.
Example:
• The arrangement of the furniture in an office influences the communication
situations.
• Body Movements and Gestures - Body language including hand signals which connote
meanings.
• Posture - The position or the bearing of the body; this is involuntary in nature but
communicates important signals which can be friendly or hostile.
• Facial Expressions - The changes in eyes, mouth, etc. which can send communication
messages to other speakers.
• Eye Movements - Play a significant role in sustaining the flow of interactions, it helps us
immensely in communicating with others and it enhances the overall process of
communication.
• Artefacts - Objects or things in contact with the communication that may serve as non-
verbal stimuli.
Example: perfume, clothes,
bags, shoes,
wristwatch, eyeglasses.
• Silence - A technique used to send messages and meanings either consciously or
unconsciously.
• Paralanguage - It refers to how something is said and not what is said.
• Time - It is one of the first modes of communication of the human being.
Example: Hugs or holding hands

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Activity
Answer the questions.
• How significant the nonverbal communication is when it comes to event management?
Justify your answer.
• Among the types of communication given above, which of them is the most significant?
Why?
• Do you think those who are ‘mute’ are NVC experts? Why or why not?
• Give at least 3 significant events in your life where communication types were used.

Directions: Listen to your favourite foreign or OPM song (of course, the medium should be in
English) and try to use the categories of NVC to explain your understanding to the song.

Directions: In connection to the Task 2, elucidate how does it feel to use NVC in interpreting
a song. Present it front of the class.

Directions: Imagine that you are mute and you want to convey your appreciation to your loved
ones for their good deeds for you. What are things that you need to consider in using the
categories of NVC to avoid ‘rifts’ in understanding you? Elucidate your answer.

Directions: Choose a partner among your classmates and prepare a skit depicting scenes in
a typical classroom setting. Present this scene in front of the class.

Directions: Watch any TV shows of your favourite TV personality and analyse the TV
personality’s non-verbal communication specifically:
a. posture b. gesture c. artefacts
d. tactile e. paralanguage

Directions: Watch a recent news documentary via television or YouTube and write your
observations where the functions of non-verbal communication appear.

Directions: Imagine that you are invited to a certain event (i.e. prom, wedding anniversary,
etc.) What are the types of communication that might be shown in preparations, hosting
matters, decorations, etc.? Write your explanations in a one whole sheet of paper.

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Lesson 8
The Voice and Rhythm of Speech
Voice. Our voice production assists us in projecting a confident behaviour which will eventually
direct us to a successful speaking endeavour. This confidence has a positive implication in job
hunting since it radiates as we stand and speak in front of other people.

The principal component in communication is the voice. It is the sound produced by the vocal
organs when the air passes from the lungs through the windpipe. The voice apparatus is
composed of the muscles of the larynx, resonators, and the articulators whose key function is
to deliver verbal messages. The unique and exclusive feature of voice is voice quality which is
influenced by the mood, emotions, personality, and speech intention.

Voices are distinctive and form definite categories such as frequency, volume, and intensity.
Other attributes of voice fall into a general set of characteristics called vocal quality. It is a
speech trait although not directly related to the spoken message, which helps shape the
meaning of it. The vocal quality also shows one’s emotions, moods, and conditions. You can
also identify that it is your mother or anyone speaking and their purpose because of their vocal
attributes. Our personality is described by our vocal quality, but it is nature that designates one’s
voice quality. It is essential that you should understand the voice, its functions and dimensions
and their management will enable us to control our voice to the utmost.

The five vocal qualities are volume, rate, pitch, articulation and pronunciation, and
juncture.

1) Volume - It refers to the loudness of the tone or sound. Volume is dependent on the force
applied by the speaker. The application of voice volume or vocal projection depends on several
factors: the size of the speaking venue, the proximity between the speaker and listener, the
competing noise, and the emphasis the speaker gives to the message. These are problems
related to the application of voice volume (You should learn how to use voice variation and how
to sustain volume towards the end of sentences):
a. Voice is too low which may result to the listener’s inattentiveness.
b. Voice is too loud which may startle or make the listeners uncomfortable
c. Appropriate volume, but the voice softens or fades at the end of a speech
utterance.

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2) Rate - It refers to the tempo of the speech, and it is reliant on the duration of sounds and the
number of pauses. Speaking too fast or too slow or with too little variations are the common
problems of speech rate. Speaking too fast denies the listeners the chance to process what
you are saying, while speaking too slowly makes our listeners lose focus and concentration,
and may even lull them to sleep. We should speak at an appropriate rate which gives our
listeners time to absorb the message without getting weary.

3) Pitch - It refers to the highness or lowness of the voice which is affected by the length,
thickness, tension, and rate when our vocal folds vibrate. Rapid fold variation creates high pitch,
while slow fold vibration creates low pitch. Men usually have a low tone which is caused by
longer vocal folds, while women have shorter vocal folds. Excitement, astonishment, illness,
tension, or extreme emotions cause faster vibration cycles creating high pitch. When we are
relaxed and at rest, our vocal folds become thick and this produces a low tone.

4) Articulation and Pronunciation - These refers to the way in which we produce sounds and
words. Articulation refers to the movements of the articulators as they shape the sounds carried
by the air from the lungs. Different movements of the articulators produce different sounds.
Pronunciation refers to the production of syllables or words in accordance with a standard.
Problems in articulation include omission, substitution, and addition.

5) Juncture - It refers to the second type of pause (unfilled pause) which are silences
interrupting the continuous flow of speech. Juncture can be especially effective if used correctly.
Pause is an effective device if we are moving to another subject, emphasizing a claim,
highlighting a significant idea, or giving the audience time to absorb the message.

6) Rhythm of Speech. The English language is by nature a rhythmic language. Rhythm is

present in poetry, prose or in a simple dialogue. We can speak melodically by applying rhythmic
pattern. The ability of the speaker to employ rhythm makes him/her an effective communicator.
Before we are able to use rhythmic devices, we should understand the nature of the language
we speak. Rhythm is a shift marked by coordinated sequence of weak and strong force
elements. A speaker who maintains the rhythm of the language sounds natural and fluent.
Speaking is like singing a song where a singer follows a smooth rhythmic beat. Phrases,
clauses, and sentences that are spoken with sequenced gush of tempo with long or short
pauses or play with different tones and delivered with only one inhalation, form a melodic
pattern. When one speaks and creates a melodic sound which is pleasant to listen to, s/he
achieves the effective use of rhythm in speech.

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The three elements of rhythm
1) blending and phrasing,
2) stress and intonation.
3) Phrasing and Blending

Blending and phrasing. When speaking put a break in between words to show movement
from one syllable or word to another. Unwanted breaks between syllables, words or group of
words, sound segmented and mechanical. It is awkward if words is said rapidly without blending
them.

Blending is the fluid movement from one sound or word into another. The ability to blend
sounds and words helps produce smooth and fluid speech. Blending sounds and words
without choppy pauses between the sounds is a skill prized by proficient speakers.

Stress. Another way of achieving speech rhythm is by employing timing patterns among
syllables. The two types of rhythm in languages are stress-timed rhythm and syllable-timed
rhythm. In syllable-timed, each syllable has the same time duration and all syllables are said
rapidly to squeeze in a single breath. On the other hand, syllables in stress-timed rhythm have
more or less time duration in which the stressed syllables will have a longer time than that of
the other syllables. The English language is stress-timed. Stress is a component which has
the greatest influence on rhythm. It is anything that marks a speck of sound out from the
surrounding speech stream. Stress is illustrated through pitch (tune), force (intensity), volume
(loudness), and duration (length of the vowel sound). When we produce a syllable, word, or
sentence with force, we make it more distinct or significant from all the others. Stress, is called
accent and is the prominence given to:
a. syllable in a word
b. a word in a phrase
c. a sentence
d. a sentence in a paragraph

Intonation. Intonation is another feature of speech rhythm. It is marked by the rise and fall or
our voice as we speak. The speaker speaks without raising his voice tone. Without intonation
people might find it boring and dull. It will not sound terse and curt if voice tone fluctuate the
voice. While a singer plays notes in greater number, a speaker plays the tone to four pitch
levels. Proper utilization of tones makes a sound excellent. Speakers should be confident to hit
the right tune. Shifting from one tone to another, a speaker should maintain the normal and
smooth sound. Using the right intonation pattern in speech is an opportunity to sound natural.

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Activity
Answer the questions.
1) What is the significance of achieving speech rhythm? How does it help us speak proficiently?
2) How do the elements of speech rhythm work interdependently?
3) How do the blending/phrasing, stress, and intonation help us to achieve the rhythm of speech?
4) Give at least 3 significant events in your life where stress, intonation, and blending/phrasing were used.

Directions: Listen to your teacher as s/he reads the following. Afterwards, read them aloud yourself.
1. The Asian cruise experience is wonderful.
2. The baby girl is playing with the flush toy in the crib.
3. Do it now, or you wish you should have had!
4. I honestly love you.
5. Can you see the parade coming, Sam?
6. No, it’s not white.
7. Talking slowly, the speaker bored the listeners.
8. The causes of poverty are: unemployment, laziness, discrimination, and corruption.
9. Are you afraid of the dog, Pooj?
10. You will master the British accent in a month, believe me.

Directions: Memorize the poem “Sonnet 18” by William Shakespeare and read it aloud in front of the class.

Directions: Read the selection below and use the proper intonation pattern.

It took me a while to finally realize the need to attend my practicum classes. It was the 4th of May when I first met the
students. Since I was three weeks behind, I did the practicum in two sessions. The first week was tough; the real scenario
was far different from the printed pages. It was time for the theories to be applied. At first it was scary; I never handled
students who were labeled with disability.
~> “Everybody is Special” (Bibi Velasquez)
Directions: Choose a partner among your classmates and write a poem about education. Use the proper word stress and
intonation in the poem that you are going to present in front of the class.

Directions: Grab a copy of the “Break, Break, Break” by Alfred Lord Tennyson and apply the proper pause.

Directions: Watch a recent news documentary via television or YouTube and write your observations where the stress,
right intonation pattern, and blending and phrasing might occur.

Directions: Visualize that you are a singer of a certain TV show. What are the things that you need to consider in improving
proper intonation and word stressing in your lyrics. Write your answer in a one whole sheet of paper.

Directions: Juxtapose the following: Voice VS Stress VS Intonation.

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Lesson 9
Introspection and Communication
(Who Am I)

Introspection explores access to the mental state of mind. It helps others through self-
observation of their thoughts and to analyze context within personal opinions objectively. The
concept features a common element people do, which is examining their ideas. With techniques
of introspection, psychology experts help people emotionally engage in events from the past to
understand their thought processes related to feelings they experienced. The aspect simply
looks at how the mind processes emotions and memories to help one understand their
meanings. It gives another look at how people are affected by things around them through a
precise, structured process.

The concept helps people get to know themselves by uncovering values deep within and
deciding how to use them. It is allowing yourself to become an expert on your emotions with
professional guidance. Research on the concept shows evidence it encourages people to make
better decisions in life leading to fulfillment and a sense of purpose. Even when dealing with
uncertainty, techniques practiced and applied ensure that you stay on track to meet personal
goals. It may lead to improved relations with others at home and work while enhancing mental
health. Some see this as a way of uncovering inner strength and power, allowing better control
of processing thoughts.

The use of introspection continues to explore ways of self-reporting measures to gain more
understanding about thought pattern processes and perceptions of introspecting subjects.
Some see introspection as a tool to observe a person's thoughts, while others feel it is valuable
spiritually when observing feelings of one's soul.

Introspection Concerns. Associated techniques with introspection are credited for advancing
scientific aspects of psychology. However, experts have argued some areas of the method
lacked scientific sufficiency when supporting certain forms of behavior. Additionally, the concept
presented other concerns including:
• Responses by experts observing a person's feelings may not be consistent.
• The technique may benefit only certain groups of people such as adults instead of
children.
• Limitations with introspection in complex situations such as those with developmental,
learning, mental or personality disorders.

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Elements of the concept of introspection includes three categories:
• affection,
• images,
• sensations.

The Validity of the Technique. The research method for this concept relies on a person's
thoughts and feelings. Also known as a self-report, other forms of psychology rely on the same
elements except some think one may distort their details if what they are feeling is undesirable.
While it brings feelings expressed to the surface, some experts believe the feelings are
intensified or changed without the aspect of introspecting. It may encourage people to
communicate choices made in a situation, but not justify why they were not satisfied with the
decision.

Researchers feel people understand their attitudes better than following the reasons for them.
For instance, if you have a group of people who give their opinion about a product, and each
offered their justifications of why they like or dislike it. People may have personal preferences
even though it is the same product. The concept, allows people to introduce assumptions about
their thoughts, but they may not be completely accurate in doing so. Experts believe there are
valid areas introspection touches when exploring personal behaviors, but feel more
development is necessary for cognitive processes used within the technique. In general, the
method gives insight on experiences from events instead of providing understanding related to
the cause. Few believe using multiple methods may offer better results instead of using just
one.

Introspection Explores Consciousness. Examines thought processes related to thinking,

learning, perception, problem-solving, and analyzing dreams. This method understands levels
of consciousness of the mind. The interest is what a person is thinking, feeling, and perceiving
during specific experiences in time. Visual and auditory elements such as light and sound were
also introduced to understand other aspects of one's experience,

The studies behind the method present more intricate reflections of what a person experienced.
Others that observed along Wundt were aggressively trained on how to examine, describe, and
report related senses of the experience described by those they were studying. The line of
questioning involved was systematic and avoided bias while preventing outside influence from
affecting how the experience was reported. Those that participated in the study were assumed
to be in good health, alert, and free of distractions while giving personal self-reports.

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The Self-Reflection Connection. The Greek philosopher Plato has influenced developments
of introspection, along with the aspect of human self-reflection. His beliefs included not just
reviewing one's thoughts, but to be thorough in examining how they appear within us.
Introspection is exercised by the human ability to be willing to learn more about one's nature
and purpose. Philosophy of the mind, self-awareness, and consciousness also play essential
roles in self-reflection. Mental exercises may include elements of introspection and self-
reflection to help people find value within personal mistakes to encourage spiritual growth.

Some feel there are effective ways to engage in these aspects that may reduce feelings of
anxiety, stress, and depression. An element to note is that it is suggested to avoid becoming
obsessed with experiencing certain beliefs, but instead, stay focused on answering questions
or getting to the bottom of what is causing negative emotions. Questions asking why may help
someone understand personal limitations created from their feelings. Questions asking what
fuels curiosity and positivity about future results. While there are ways to apply such exercises
to gain personal reflection of one's feelings, it is crucial to stay open to similar concepts that
may open doors to understanding how your thoughts engage in behaviors expressed.

Introspection is Crucial. People may think they don't have time to explore their thoughts with
more in-depth detail. Society influences how people spend their time while also changing their
thoughts and feelings. Making time to understand your thoughts and why they affect you takes
courage while helping you discover who you are. Assessing your thoughts is encouraged
because it helps one know the different stages in life and how they are approached. Whether
you engage in professional guidance through in-person or online therapy support options, or
you complete personal assessments to ask questions about your feelings, such efforts work to
improve the value of thoughts created leading to clarity of how things affect you.

Studies suggest people's thought patterns include a significant amount of harmful content.
Many include repetitive thoughts or concepts taking up too much energy and space physically
and mentally. Thus, affecting how people use their ability to see things with conviction and
clarity when making decisions. Introspection encourages positive energy from oneself to
enhance personal motivation to learn more about themselves. It makes it easier to break down
things that distract us or lead to negative thoughts by establishing a process of analyzing and
purifying thoughts and feelings.

Introspection may help you realize the capabilities to deal with the challenges you thought were
impossible. Exploring your thoughts may be done in different ways from analyzing relationships
to how to meet goals in life. Asking questions about yourself is the starting point of realizing
what you can do and why some things have a stronger effect on you than others. Using a
concept such as introspection along with other useful mental health tools may help achieve a
productive approach to creating a balanced lifestyle.

Example of Introspection. Introspection is about self-examination. It is a part of scientific

psychology. An individual analyzes himself and his behavior. One of the goals of introspection
is to gain emotional awareness. It’s a process by which a person consider his personality and
how it impacts others. Through this process, a person can better understand his mental
processes. A person is caught up in the outside world and how others see him. In a person

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mental processes there pre-exists beliefs about introspection. Introspection can give a sense
of personality and social impact on people. Introspection can be discovered through meditation
and journalizing.

Consciousness and cognition are directly related. A person can be aware of his mental process
why he engages in certain behaviors. In consciousness and cognition, a person has a
conscious experience while delving deep into his thoughts, looking at his actions in a realistic
way and attempting to solve a hard problem within the relationships or interactions.

An introspective person. An introspective person is someone who is self-aware. He pay

attention to his mental processes to understand why people engage in particular actions. It’s
one thing to observe a problematic behavior, and another to have a conscious experience
where he analyzes it. Introspection can be a mind body experience, delving into his conscious
thoughts and possible somatic responses. When a person meditate on the behavior, he relaxes
his entire self. It is good to rely on trusting the subject by pondering and keeping in mind the
right answer.

Introspection is a sign of intelligence. According to the British Journal of Psychology,

introspection approaches mental processes as if they were tangible. It deals with many mental
states, including anxiety and depression, where introspection involves looking within to help
figure out what you need as a person. Introspective people tend to be intelligent, especially with
their emotions. You may have heard the term emotional intelligence.

The history of introspection is fascinating to look at because it has evolved. Introspection is a

cognitive science and a social science, relating to personality and social psychology. The
history of introspection is vast, and it relies both on experimental social psychology and
cognitive neuroscience. Individuals are given reports on mental processes and how they impact
their mental state and their ability to process emotions. It is a mind-body experience, and
introspective individuals find themselves looking inward and genuinely trying to understand who
they are and what they may have to offer the world. Consciousness and cognition work together
when you’re talking about introspection.

Structure of the mind. Introspection is a psychological process to be observed by many

different individuals. It is a sign of intelligence in some ways because the person is looking at
their mental image and trying to understand more about themselves.

The work of introspection. It is believed that in introspection there is an illusion of a cognitive

bias. Introspection created biases and an unrealistic expectation and regarded this idea as the
introspection illusion. Introspection is a way to look inward, a process by which you look within
yourself and make indirect inferences while avoiding quick assumptions or the notion of total
self-knowledge. Introspection, in itself, is the process of looking inward as a means to gain
some insight and perspective.

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Introspection today. Introspection is used today in therapy for people looking within
themselves and trying to figure out who they are and what behaviors are helping them and
which are not helping them. The role of introspection in therapy is to help a person come to
terms with what’s working for them and what isn’t. Introspection is considered a philosophy of
mind. People need to realize their conscious thoughts and find the direct introspective access
that they need to change or modify their behavior. Introspection can help people to cope with
life.

Introspection is either good or bad. For some people, too much introspection can be
overwhelming, and it doesn’t necessarily help the person understand themselves. But for some
people, it can be a way to sort through a hard problem or find emotional insight. Introspection
can be mixed.

Introspection is a mood. Introspection is not considered a mood. It’s a process that someone
engages in to assist in figuring themselves out. One account of introspection is that it helps
people to improve their relationships with others by seeing how they behave toward other
people. In this way, it is something that has the potential to really benefit you in life.

Problems with introspection. One problem with introspection is too much focus on the
narrative and not think about other people. Introspection is a cross-cultural phenomenon that
many people find to be helpful. It makes claims about the mind in how powerful that looking
inward is. Some people don’t like to be introspective because they don’t want to see the mental
content within themselves. Introspection stands at the interface between questions and
epistemology about self-knowledge and in the philosophy of mind. It’s a part of scientific
psychology, and it can be beneficial to some people.

Difference between self-reflection and introspection. Introspection is something that is a

deep self-reflection, so they’re inter-related. But introspective people take a long time to think
about their behavior and its impact on others. When you’re introspective, you’re aware of your
propositional attitude or a perspective on different matters. There’s also a concept called
blindness and introspection. That means that the individual intends to make a choice, but
chooses something completely different. It’s up to that person to begin to unpack their mistake.
Choice blindness and introspection are more common than you might think. People aren’t
always aware of when they’re making a mistake, and it’s good to take a moment to consider
your behavior and the impact it has on yourself and others.

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Self-awareness is seeing self clearly, more confidently, more creatively, making sounder
decisions, building stronger relationships and communicating more effectively. With self-
awareness lying, cheating, stealing are lessened. Self-awareness results in better workers,
more promotions, more-effective leaders with more satisfied employees and more profitable
companies. Leaders Three findings in particular stood out, and are helping us develop practical
guidance for how leaders can learn to see themselves more clearly.

#1: There Are Two Types of Self-Awareness

Self-awareness:
• is the ability to monitor our inner world,
• it is a temporary state of self-consciousness.
• it is the difference between how a person see himself and how others see him.

Two categories of self-awareness:

The first is internal self-awareness, represents how clearly a person see his own values,
passions, aspirations, fit with the environment, reactions (including thoughts, feelings,
behaviors, strengths, and weaknesses), and impact on others. Internal self-awareness is
associated with higher job and relationship satisfaction, personal and social control, and
happiness; it is negatively related to anxiety, stress, and depression.

The second is external self-awareness, means understanding how other people view an
individual, in terms of those same factors. People who know how others see them are more
skilled at showing empathy and taking others’ perspectives. For leaders who see themselves
as their employees do, their employees tend to have a better relationship with them, feel more
satisfied with them, and see them as more effective in general.

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When it comes to internal and external self-awareness, it’s tempting to value one over the other.
But leaders must actively work on both seeing themselves clearly and getting feedback to
understand how others see them. Self-awareness is a delicate balance of two distinct
competing viewpoints. The highly self-aware people we interviewed were actively focused on
balancing the scale.
Example:
Take Jeremiah, a marketing manager. Early in his career, he focused primarily on internal
self-awareness — for example, deciding to leave his career in accounting to pursue his passion
for marketing. But when he had the chance to get candid feedback during a company training,
he realized that he wasn’t focused enough on how he was showing up. Jeremiah has since
placed an equal importance on both types of self-awareness, which he believes has helped him
reach a new level of success and fulfillment.

#2: Experience and Power Hinder Self-Awareness. People dos not always learn from
experience, that expertise does not help people root out false information, and that seeing
themselves as highly experienced can keep them from doing the homework, seeking
disconfirming evidence and questioning the assumptions. And just as experience can lead to
a false sense of confidence about our performance, it can also make us overconfident about
our level of self-knowledge.
For example, More-experienced managers were less accurate in assessing their leadership
effectiveness compared with less experienced managers.

#3: Introspection Doesn’t Always Improve Self-Awareness. It is also widely assumed that
introspection — examining the causes of a person thoughts, feelings, and behaviors —
improves self-awareness.

The problem with introspection is ineffectivity — it’s that most people are doing it incorrectly.
Example:
Consider Jose, an entertainment industry veteran we interviewed, who hated his job. Where
many would have gotten stuck thinking “Why do I feel so terrible?,” he asked, “What are the
situations that make me feel terrible, and what do they have in common?” He realized that he’d
never be happy in that career, and it gave him the courage to pursue a new and far more
fulfilling one in wealth management.

Similarly, Robin, a customer service leader who was new to her job, needed to understand a
piece of negative feedback she’d gotten from an employee. Instead of asking “Why did you say
this about me?,” Robin inquired, “What are the steps I need to take in the future to do a better
job?” This helped them move to solutions rather than focusing on the unproductive patterns of
the past.

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A final case is Paul, who told us about learning that the business he’d recently purchased was
no longer profitable. At first, all he could ask himself was “Why wasn’t I able to turn things
around?” But he quickly realized that he didn’t have the time or energy to beat himself up — he
had to figure out what to do next. He started asking, “What do I need to do to move forward in
a way that minimizes the impact to our customers and employees?” He created a plan, and
was able to find creative ways to do as much good for others as possible while winding down
the business. When all that was over, he challenged himself to articulate what he learned from
the experience — his answer both helped him avoid similar mistakes in the future and helped
others learn from them, too.

Leaders who focus on building both internal and external self-awareness, who seek honest
feedback from loving critics, and who ask what instead of why can learn to see themselves
more clearly — and reap the many rewards that increased self-knowledge delivers. And no
matter how much progress we make, there’s always more to learn. That’s one of the things that
makes the journey to self-awareness so exciting.

Causes Difference in Perception. In all communication situation for us to understand what is

happening and how - and, perhaps most important of all, why . . . it is necessary to appreciate
the significance of the assertion: Communication is largely a matter of perception (Cabbab,
1984).

Causes of Differences in Perception.

• Senses - Perception begins with the five senses; since people are different, they will
interpret sensory messages differently.
• Selective Perception - Perception is not only an active enterprise but it is also a selective
event; the bases for selective perception are physiological and psychological
determinants.
• Self -Concept affects Communication. Self-concept is the mental image one has of
oneself; it is noteworthy that an individual develops his/her self-concept in the positive
way; s/he has to be made aware of his/her special talents, personal properties and
characteristics, thus, creating an acceptable self-concept.

• JOHARI Window. One of the ways to analyse our self-concept is through the use of
JOHARI Window made by Joseph Luft and Harrington Ingram. This model is extremely
useful way of looking at the transactional process of self-disclosure, feedback, and self-
esteem. This window model represents a way of looking at yourself and the levels of
awareness about the self.

• Known to Self • Not Known to Self •

• Open Area • Blind Area • Known to Others
• Hidden Area • Unknown Area • Not Known to Others

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• Window A (Open Area). This window represents our public self (I know, others know);
the shared knowledge and awareness about who we are, information about us which is
a common knowledge, thus, causing no anxiety because people know about it anyway.

• Window B (Blind Area). This window includes information others have about us (others
know, I don’t know) which we are aware of.

• Window C (Hidden Area). This window presents the part of us which we are aware of
(I know, others don’t know) but are not willing to share with others.

• Window D (Unknown Area). This window elucidates the notion (I don’t know, others
don’t know); this is relatively not given emphasis for the unknown situations that may
affect our self-concept and communication.

Activity
Answer the questions.
1) What is the significance of knowing yourself and knowing others?
2) What are your strengths and weaknesses? How do you handle them?
3) Elucidate the meaning behind Lao Tzu’s quote, “Knowing others is intelligence, knowing
yourself is a true wisdom; Mastering others is a strength, mastering yourself is a true
power.”
4) What do you think is the reason why Window D in JOHARI’s window is not emphasized?

Directions: Form a group with 10 members and make an “open forum” about the things that
you want to open to your classmates (i.e. secrets, trials or past events that you have overcome,
etc.) and observe the JOHARI’s window application.

Directions: Each of you must prepare at least 2 truths and 1 lie about yourself and let your
classmates surmise which of them are true and not. Afterwards, explain yourself about those 3
things that you’ve said.

Directions: Create a JOHARI window about yourself. Fill in the windows about your identity
when no one’s looking and the true you when they are around.

Directions: Create your own personal shield. Design it to represent the following details.
1) Five most important people in your life.
2) The most beautiful mall you have visited.
3) The unforgettable person who gave you so much hurt and lesson.
4) Part of your personality which you are very proud of
5) Three of your best accomplishment
6) Given 24-hours to live, what are you going to do?

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Directions: Answer the following questions by evaluating your own communication skills.
How effective am I as a communicator in:
a. public setting b. dyadic c. small group

Directions: Create a personalised mask and choose a design that will represent you as a
person; as an individual. Use colourful designs that will symbolise your ideas, thoughts, etc.
Present it orally in front of the class. Write a short descriptive essay on your personality.

Direction. Questions and Answers

1. How old would you be if you didn’t know how old you are?
2. Which is worse, failing or never trying? Elaborate.
3.If life is so short, why do we do so many things we don’t like and like so many things we
don’t do?
4. When it’s all said and done, will you have said more than you’ve done?
5. What is the one thing you’d most like to change about the world?
6. If happiness was the national currency, what kind of work would make you rich?
7. Are you doing what you believe in, or are you settling for what you are doing?
8. If the average human life span was 40 years, how would you live a life differently.
9. To what degree have you actually controlled the course your life has taken?
10. Are you more worried about doing things right, or doing the right things? Elaborate.

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Lesson 10
Achieving Communicative Competence
in Various Speech Contexts
Context is made up of the parts of communication that influence the meaning of a message.
Context has an influence on the communication process. Contexts can overlap, creating an
even more dynamic process. You have been communicating in many contexts across your
lifetime, and you’ll be able to apply what you’ve learned from experiences in multiple contexts
to business communication.

Types of Communication 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. This refers to communication between and among people and
establishes personal relationship between and among them. Solomon and Thesis (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. It involves two people, and can
range from intimate and very personal to formal and impersonal. A conversation over
coffee with a colleague about a project working on would be a form of interpersonal
communication. There is feedback in the sense that as you talk to yourself, you discard
certain ideas and replace them with others.” (Hybels & Weaver, 2012, p 16)
Examples:
• You spent the night thinking and analyzing why a student from the other class talked to
you on the way home and you decided it probably meant nothing.
• You felt happy while thinking about how your teacher appreciated you for submitting your
project before the due date and you reflected on why this was so.

2) Intrapersonal Communication. Intrapersonal communication involves one person; it is

often called “self-talk” (Wood, 1997). What is perceived in communication with others is
influenced by culture, native language, and the world view. Every process of reaching
understanding takes place against the background of a culturally ingrained pre-
understanding.The intrapersonal communication can be positive or negative, and directly
influences how a person perceive and react to situations and communication with others.
For example: PEP talk to calm himself of anxiety and to give self a boost of
confidence before a big presentation.

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Types of Interpersonal Context

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.

3) 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. Group Communication, is a dynamic process where a small number of
people engage in a conversation” (McLean, 2005). Group communication is defined as
involving three to eight people. The larger the group, the more likely it is to break down
into smaller groups. When engaging with groups, a person can observe factors like age,
education, sex, and location to learn more about general preferences as well as dislikes.
A person may find several groups within the larger audience, such as specific areas of
education, and use this knowledge to increase your effectiveness as a business
communicator.
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.

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4) 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. In public communication, one person speaks
to a group of people; the same is true of public written communication, where one person
writes a message to be read by a small or large group. The speaker or writer may ask
questions, and engage the audience in a discussion (in writing, examples are an email
discussion or a point-counter-point series of letters to the editor), but the dynamics of the
conversation are distinct from group communication, where different rules apply. 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.

5) Mass Communication – This refers to communication that takes place through

television, radio, newspapers, magazines, books, billboards, internet, and other types of
media. Through mass communication, a person sends a message to as many people
as possible. Mass communication involves sending a single message to a group. It allows
you to communicate your message to a large number of people. Something to consider,
however, is that a person may be limited in his ability to tailor the message to specific
audiences, groups, or individuals when using mass communication. As a business
communicator, a person can use multimedia as a visual aid or reference common
programs, films, or other images that your audience finds familiar yet engaging. By
choosing messages or references that many audience members will recognize or can
identify with, a person can develop common ground and increase the appeal of the
message.

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Example: You are a student journalist articulating your stand on current issues through
the school’s newspaper.

Communication Types (C-I-D). Communication occurs in various social contexts with

different aims and goals - the approach to each situation will largely depend on the type of
communication that will occur. (Datu, et.al., 2013, p.103)
1) Conversation. This often occurs when the communication is among our close
associates such as fellow classmates, colleagues, family members and even faculty
members. Often this is unplanned that is the reason why conversations seldom follow a
strict structure and uses informal language.
2) Interview. It is goal-oriented and directed to a preoccupied purpose, thus, both
interviewer and interviewee’s idea nor is to give and receive information in order to
achieve the interviewer’s purpose. (Datu, et.al., 2013, p.103 citing Flores and Lopez,
2008)
3) Dialogue. This is communication between two individuals that occurs with specific
purpose or goal in mind. It is different from a convention in that it is more formal in
structure and is geared towards an objective.

Effective and Engaged Communicator. There are things that we need to consider to become
a good communicator.
1) Listen Well. Listening is an integral part of the communication process; communication
cannot take place without someone to listen to the message. However, take note that
listening and hearing are two different things.
2) Know your Goals. Your intention gives your communication direction and determines
the outcome. (Datu, 2013, p.18 citing Kuhuke, 2013); thus, it is best that you are aware
of what your goals or purposes are for communicating.
3) Know your Audience. You should know who your audience is whether you are
communicating with just one other person or too many. Knowing your audience allows
you to determine the best way to formulate your message so that it would be best
understood by the receiver(s). (Datu, et.al, 2013, p.18)
4) Open-mindedness and Striving for Respect and Diplomacy. Always assume that
your audience is intelligent and be mindful that everyone deserves to be treated with
dignity. Be emphatic and understanding, strive for diplomacy, that is regardless of others’
age, gender, class, race, opinions, principles, religions, cultures, personalities, likes and
dislikes, and address their responses with responses.
5) Non-Verbal Cues Awareness. Awareness of non-verbal cues can help us improve
ourselves as effective and engaged communications. It guides us in what behaviour is
appropriate and necessary in certain situations and gives us the best result or response.

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Activity
Answer the questions.
1) Which of the given things to consider to become effective communicator is the most
significant? Why?
2) What are your strengths and weaknesses? How do you handle them?
3) How effective are you when it comes to communicating in public?
4) Have you ever experienced of being misled by communication rules? How did you
overcome it?

Directions: Form a group with 10 members and make an skit about communication
barriers and how to solve it.

Directions: Each of you must prepare at least 2 truths and 1 lie about yourself and let
your classmates surmise which of them are true and not. Afterwards, explain yourself
about those 3 things that you’ve said.

MULTIPLE CHOICE. Write the word of the correct answer.

1)The following are statements are correct about speech context except
• Communication may be classified into different types based on the number of
participants.
• Speech context depends on the relationship of the communicators and the situation.
• Speech takes place in a vacuum and is always contextualized.
• There is always a reason to speak which includes the purpose, audience and the
situation or event.
2) Being a good communicator is putting the best version of yourself forward in relation to the
following context except
• Audience ● effect
• Purpose ● situation
3) Which of the following is NOT a speech context?
• dyad communication ● intrapersonal communication
• long story communication ● mass communication
4) An intrapersonal communication involves...
• a small group ● a speaker and an audience
• one speaker ● two speaker
5) Which among the following is NOT an intrapersonal communication?
• internalizing a role in a skit ● practicing for a skit
• reading a diary ● reading a newspaper
6) The following are under public communication context except
• delivering a speech ● delivering a letter to speak
• delivering an oratorical piece ● delivering campaign speech

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7) Which among the following is NOT an interpersonal communication?
• talking to a counselor ● talking to a mirror
• talking to a stranger ● talking to a superior
8) Which among the following statement doesn't belong to the group?
• reading a magazine ● watching news
• writing a journal ● writing an email to a friend
9) Which among the phrases is not belong to the group?
• communication between two persons ● communication in a small group
• communication to the public ● communication with self
10) The following statements are correct except
• Interpersonal centers in one person where the speaker acts both as the sender and the
receiver of the message.
• Interpersonal refers to communication between and among people and establishes
personal relationship between and among them.
• In public communication, unlike in interpersonal dyad and small group, the channels
are more exaggerated.
• Public communication type refers to communication that requires you to deliver or send
the message before or in front of a group.
11) The following are levels of intrapersonal communication except
• external discourse ● internal discourse
• solo vocal ● solo written
12) Which among the following intrapersonal communication is an internal discourse level?
• Diary ● daydreaming
• reading aloud ● rehearsing for a play
13) The following are types of group discussions except
• debate ● lecture
• oration ● panel discussion
14) Public speaking is also known as
• dyadic communication ● mass communication
• public communication ● small group communication
15) Which among the following is an example of dyadic communication?
• You are a student journalist articulating your stand on current issues through the
school’s newspaper.
• You are having a discussion with your group mates on how to finish the assigned tasks.
• You deliver a graduation speech to your batch.
• You provided comfort to a friend who was feeling down.

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Directions: Create a slogan about the title of this chapter and present it in front of the
class.

Directions: Create your own personal shield. Design it to represent the following details.
• Five most delicious food you have tasted.
• The most beautiful places you have visited.
• The greatest gift that you have received.
• Person’s personality which you hated most.
• Ten movies that you loved to watch again.
• Given a supernatural power, what would it be?

Directions: Answer the following questions by evaluating your own communication

skills. How effective am I as a communicator in:
a. public setting b. dyadic c. small group

Directions: Create a comic strip about how to be an effective communicator. Make sure
that the conversations are clear and have a smooth flow of ideas. Present it in front of
the class.

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Lesson 11
Strategies in Various Speech
Situations
Types of Speech Styles. The context dictates and affects the way people communicate, which
results in various speech styles. Each style dictates what appropriate language or vocabulary
should be used or observed. According to Joos (1968), there are five speech styles. These are
(1) intimate,
(2) casual,
(3) consultative,
(4) formal,
(5) frozen.
1. Intimate – This style is private, which occurs between or among close family members or
individuals. The language used in this style may not be shared in public.
2. Casual – This style is common among peers and friends. Jargon, slang, or the vernacular
language are used.
3. Consultative – This style is the standard one. Professional or mutually acceptable language
is a must in this style. Examples of situations are communication between teachers and
students, employers and employees, doctor and patient, judge and lawyer, or President and
his/her constituents.
4. Formal – This style is used in formal settings. Unlike the consultative style, this is one-way.
Examples are sermons by priests and ministers, State of the Nation Address of the President,
formal speeches, or pronouncements by judges.
5. Frozen – This style is “frozen” in time and remains unchanged. It mostly occurs in
ceremonies. Common examples are the Preamble to the Constitution, Lord’s Prayer, and
Allegiance to country or flag.

Types of Communicative Strategy

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 or presenting a particular topic clearly, truthfully, and saying only what is relevant.
It is a strategy that can also be applied any time during the course of an interaction as a way of
continuing the communication. When this strategy is used, the topic is introduced in a clear and
truthful manner, stating only what is relevant to keep the interaction focused.
Examples:
• "Do you have anything to say?"
• "Have you heard the news about the prettiest girl in school?"
• Now, it’s your turn to ask questions."
• "Does that make sense to you?"

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2. Restriction. Restriction in communication refers to any limitation you may have as a
speaker constraining the response or reaction within a set of categories strategy
that constrains or restricts the Response of the other person involved in the Communication
Situation. The Listener is forced to respond only within a set of categories that is made by the
Speaker.
Examples:
• In your class, you might be asked by your teacher to brainstorm on peerpressure.
• When you were asked to deliver a speech in a specific language.

3. Turn-Taking. Turn-taking pertains to the process by which people decide who takes the
conversational floor. There is a code of behaviour behind establishing and sustaining a
productive conversation, but the primary idea is to give all communicators a chance to speak
recognizing when and how to speak because it is one’s turn requires that each Speaker
speaks only when it is his/ her turn during interaction. Knowing when to talk depends on
watching out for the verbal and nonverbal cues that signal the next Speaker that the previous
Speaker has finished or the topic under discussion has been exhausted and a new topic may
be introduced. At the same time, it also means that others should begiven the opportunity to
take turn. Turn-taking Communicative Strategy uses either an informal approach (just jump in
and start talking) or a formal approach (permission to speak is requested).
Example:
• Can we all listen to the one who talk in front of us?
• "Excuse me? I think we should speak one at a time, so we can clearly understand what
we want to say about the topic."
• "Go on with your ideas. I'll let you finish first before I say something."

4. Topic Control. Topic control covers how procedural formality and informality affects the
development of topics in conversation. This only means that when a topic is initiated, it should
be collectively developed by avoiding unnecessary interruptions and topic shifts, keeping
the interaction going by asking questions and eliciting a response. This is simply a question-
answer formula that moves the discussion forward. This also allows the Listener or other
participants to take turns, contribute ideas, and continue the discussion.
Example:
"One of the essential lessons I gained from the discussion is the importance of sports and
wellness to a healthy lifestyle."

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 begins.
Introducing a new topic followed by the continuation of that topic strategy that is useful
in introducing another topic. This strategy works best when there is follow-through so that new
topic continues to be discussed.
Examples:
• "By the way, there's a new shop opening at the mall"
• “In addition to what you said about the beautiful girl is that she is alsosmart."

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6. Repair. Repair refers to how speaker address the problems in speaking, listening, and
comprehending that they may encounter in a conversation. Overcoming communication
breakdown to send more comprehensible messages.
Examples:
• "Excuse me, but there are 5 Functions of Communication not 4."
• "I'm sorry, the word should be pronounced as pretty not priti."

7. Termination. Termination refers to the conversation participants’ close, initiating

expressions that end a topic in a conversation.
Using verbal and nonverbal signals to end the interaction ends the interaction through verbal
and nonverbal Messages that both Speaker and Listener send to each other. Sometimes the
Termination is quick and short. Sometimes it is prolonged by clarification, further questions, or
the continuation of the topic already discussed, but the point of the language and body
movement is to end the communication.
Examples:
• "Best regards to your parents! See you around!
• “It was nice meeting you. Bye!"
• "That is all for today class, goodbye!"

7 Types of Communicative Strategies. Nomination- presenting a particular topic clearly,

truthfully, and saying only what is relevant.
• Restriction- constraining the response or reaction within a set of categories.
• Turn-taking- recognizing when and how to speak because it is one’s turn.
• Topic control- keeping the interaction going by asking questions and eliciting a
response.
• Topic shifting- introducing a new topic followed by the continuation of that topic
• Repair- overcoming communication breakdown to send more comprehensible
messages.
• Termination- using verbal and nonverbal signals to end the interaction.

When introducing a topic at the beginning of a Communicative Situation, what is being used is the
Nomination Strategy. It is a strategy that can also be applied any time during the course of an interaction
as a way of continuing the communication. When this strategy is used, the topic is introduced in a clear
and truthful manner, stating only what is relevant to keep the interaction focused.
Examples:
• Have you noticed the weird weather lately?
• Is this because of global warming?
• I was late for class again!
• The MRT stopped midway.
• What is wrong with the MRT?

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Restriction Communicative Strategy is a strategy that constrains or restricts the Response of the
other person involved in the Communication Situation. The Listener is forced to respond only within a
set of categories that is made by the Speaker.
Examples:
• They say that the Philippine economy is getting better. Only the stupid thinks that, right? (No
one wants to be stupid.)
• That arrest move was a disaster waiting to happen. Do you agree? (Yes/No)

Turn-taking Communicative Strategy requires that each Speaker speaks only when it is his/ her turn
during interaction. Knowing when to talk depends on watching out for the verbal and nonverbal cues
that signal the next Speaker that the previous Speaker has finished or the topic under discussion has
been exhausted and a new topic may be introduced. At the same time, it also means that others should
be given the opportunity to take turn. Turn-taking Communicative Strategy uses either an informal
approach (just jump in and start talking) or a formal approach (permission to speak is requested).
Examples:
• I agree with the point just made. But may I add that OFWs would rather be home and work here
so they could be with their families.
• May I have the floor, sir? The topic under discussion is the state of the Philippine economy today.
We want better lives for all Filipinos, whether they are working here or abroad.

After the Nomination Communicative Strategy, the interaction is kept going by using the Topic-
Control Communicative Strategy. This is simply a question-answer formula that moves the discussion
forward. This also allows the Listener or other participants to take turns, contribute ideas, and continue
the discussion.
Examples:
• How do you often ride the MRT, Tony? How many times have you encountered a stoppage in
service?
• Your car may break down, too, Luna, right? So you have to find another means of getting to
school. We all do not want to be late for class, yes?

Topic-Shifting Communicative Strategy is the strategy that is useful in introducing another topic.
This strategy works best when there is follow-through so that new topic continues to be discussed. This
is also used in Repair Communicative Strategy.
Examples:
• This is a battle with corporations that continue to pollute the environment. But this is also a battle
with man himself, who continues to act as if there is another Earth we can move to once this
Earth dies.
• If we cannot use the Earth’s resources, our economies will die. We need to choose: the economy
or the environment.

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Repeating is a good way of correcting one self and gives the Speaker time to do just that.
Recasting means changing the form of a Message that could not be understood. It allows the Speaker
to say the Message in another way so that the Listener can understand what was originally
incomprehensible.

We have already learned that communication almost always breaks down. When miscommunication
occurs, one can apply the Repair Communicative Strategy that includes requesting clarification, not
acknowledging, topic shifting, not responding, repeating, recasting and adding. One requests
clarification by asking questions or using eyebrows , eyes, head or shoulders to show that the Message
could not be understood. By not acknowledging the new situation, the situation already in progress will
continue. Topic shifting can help direct the discussion to another or divert the attention of the Listener
from the topic that has become problematic.

Lastly, Termination Communicative Strategy ends the interaction through verbal and nonverbal
Messages that both Speaker and Listener send to each other. Sometimes the Termination is quick and
short.

The 3 Main Types of Communication Strategies

1) Communicating For Awareness. This approach aims to let as many people as
possible know, in the shortest possible time, that the business exists. This strategy
implies no understanding for the needs or pains of its target audience. Its single purpose
is to flood the broader market’s information feed with its own brand, using tactics that
spread the entire range from [seemingly] side-splitting humour to horrifying shock.

Marketers that design commucation strategies for awareness are infatuated by data and
numbers, using traffic-based statistics to prove the success of their strategies. They
constantly pour over hits, page views, drive-by’s and distributions. Their go-to arsenal
consists of targeted ads, billboards, handed flyers, paid for placings and various other
advertising-based media, that are purposefully designed to interrupt any unsuspecting
audience with the message of their brand.

• What is it good for: If used with massive amounts of restraint, sporadic

awareness campaigns may contribute to business success. It is best deployed
when the brand is still unknown and in its infancy phase, yet even then it should
be campaign-based only, and not as an ongoing communication strategy.
• How to do it: Combine any brand awareness strategy with a real value offering to
your audience. Reward time and attention with useful and accessible resources
that directly address their felt needs.
• When not to use: Brands that rely on awareness marketing as an ongoing
communication strategy withdraw more from their audience’s goodwill account
than they deposit. Soon enough the well runs dry, the audience becoming acutely
adapt at ignoring the message, while promptly shifting their attention elsewhere.

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2) Communicating for Comprehension. A comprehension strategy aims to educate the
audience as much as possible about the product or service. It is based on the assumption
that if your target market can only understand how the product works, and the ways in
which it is obviously better than your competition’s offering, your marketing will be a
success.

Comprehension marketers spend their time creating information-based campaigns that

are filled to the brim with long-form thought pieces and insightful webinars. Their metrics
include downloads, polls and surveys, and their core messaging focuses on product
functionality, specifications and performance.

• What is it good for: This approach can be useful not as a long-term strategy, but
once again, as a campaign-based plan exclusively during the launch of a new
product or service range.
• How to do it: When temporarily making the attributes of our own product the main
focus of our message, we must make sure that we create a logical connection for
our audience between what we want them to buy, and how it will solve their
problem.
• When not to use: Continuously boasting about how your offering is the best, can
quickly cause a loss of perceived authenticity and credibility. Don’t deploy a
comprehension strategy as an indefinite means to either attract new customers, or
grow your business.

3) Communicating For Response. The moment a business communicator understands

that the most noble purpose of any communication is to actually grow the business, their
whole perspective on marketing changes. In a moment you realise that merely marketing
for awareness or comprehension, although useful at times, can never be the main
motivation behind any communication strategy.

If a marketing team desires to align itself with the main purposes of the business, which
is hopefully based on growth, it needs to communicate for one reason only: so that the
target audience will respond to both the intermediate and main call-to-action of the
business. Leaders who communicate for response focus on engagement-based
metrics like conversations and conversions. They understand that their most important
tactic is to establish a personal connection with their audience through honest empathy,
mutual respect and real-world value.

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• What is it good for: Focusing all your communication efforts towards eliciting a
specific response from your audience, is not only the most effective strategy you
can deploy, but also the most sustainable.
• How to do it: Although the best communication strategy for your business may be
simple, its not always the easiest. The best communicators immerse themselves
in their audience’s felt needs, find authentic ways to articulate those wants, and
humbly offer their product or service as a guide and resource — enabling their
customers to solve their problems and realise their dreams. Response-based
strategies put the audience at the center, as opposed to either the business or its
product. It prioritises the issue the customer needs resolved, and makes the
solution to that issue as easy as possible to both understand, and access.
• When not to use: Don’t use this strategy if you feel uncomfortable with being co-
responsible for the growth of your business. However, if you want to join our
community in elevating the status, but also the responsibility, of the marketing
department, then communicating for response is the only strategy that will not only
expand your company, but also delight your audience.

Types of Communicative Strategy. 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 creating 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 a conversation meaningful.

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.

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

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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.

Activity
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.”

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Now that the class has picked the “Most Exciting Tourist Spot in the Philippines” (done
in Let’s Warm Up), the class will pretend to plan a trip and go there! In your groups
(same with Let’s Warm Up), pretend that you are members of the Class Field Trip
Committee. Your teacher will assign you to role play one 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.
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.

Form a group with five to six members. Create a three-minute tourism commercial. Plan
and present a tourism commercial about the place you visited in the Imaginary Trip
activity or any place that you actually visited. Mention the things that make the tourist
spot a dream destination. Remember, this activity will help you practice making positive
statements about a vacation site and responding to how people see this place
differently. When writing your script for the commercial, answer these 10 questions.
• Why do tourists visit this place?
• What do many visitors like to do here?
• What would be best for a day trip?
• What should one do for a good night out?
• Where can visitors get the best food?
• Where can visitors buy their souvenirs?
• What outdoor activities are famous?
• What is amazing about the weather?
• What is the best thing to do here during summer?
• What do tourists say about this vacation spot?

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How can the sudden change in communicative strategy in a conversation affect the
quality of interaction, the speaker-audience relationship, the role and responsibilities
of the speaker, the message, and the delivery? Present your answers in a Powerpoint
presentation. Make sure to give examples and to add other types of media to support
your answers. Present it in five minutes.

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 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.

Hone your ability to recognize types of speech acts by checking the exercises
found on the following websites: It’s More Fun in the Philippines (Department of
Tourism) https://www.youtube.com/watch?v=ADNgEHFDYzo

Philippines: Beautiful People, Beautiful Country (BBC)

Activity
1. Work in groups of eight and 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

2. Weave the scenes together into a story. You are free to interchange the order of the scenes.
3. Act out your story and present it to the class within five minutes. Work in groups of eight and
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

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4. Identify and discuss with your partner the differences among the types of speech contexts
using the graphic organizer below.

Type Description Examples

1.
2.
3.
1.
2.
3.
1.
2.
3.
1.
2.
3.

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

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

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

The videos will be assessed by your teacher.

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6. Hone your knowledge in identifying types of speech contexts by looking into the exercises
found on the websites below.
• Notes and Exercises on Interpersonal and Intrapersonal Communication
• http://faculty.buffalostate.edu/smithrd/UAE%20Communication/Unit4.pdf
• Communication Skills Self-Assessment Exercise
• http://relationships101.org/poor-communication/building-effective-interpersonal-
communication-skills-self-assessment-exercise

Identify the type of speech style appropriate for the following situations. Write your
answer before the number.
• talking to a counselor or psychiatrist
• giving last-minute instructions to players
• delivering campaign speeches
• delivering a speech at the UN Summit
• delivering news reports
• talking and laughing about memorable experiences
• communicating while playing sports
• having a one-on-one conversation with a loved one
• delivering an oratorical speech
• leading a prayer before meal
• reading school policies
• talking to a superior
• reading pledge of allegiance to the flag
• talking to a stranger
• inquiring at a hotel

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

Work with your group mates from Let’s Warm Up. Your teacher will pass around a box
with strips of paper in it. Each strip of paper has a question. Each of you will pick a strip
and share your answer with the group. There are no wrong answers, but you have very
little time to think about your answer. Speaking from the heart will help you a lot.

With the same group, write a short original play which employs the various speech
contexts and speech styles. Present it in class. With the same group, use facial
expressions and body gestures to create a tableau of the following:
• first day of class
• exams week
• effects of Facebook addiction
• class suspensions
• weekends

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After creating these tableaux, come up with three topics which characterize the modern
Filipino youth in the home, school, and community. Create a tableau for each of your
topics.

Take group pictures of your tableaux. Show the photos to your classmates and have
them guess your topic.

The group which guesses the most number of tableaux gets the highest score.

Using one of the topics you chose, create a poster or a collage that will represent your
ideas on the topic. Employ as many colors, symbols, and signs as you can to make your
collage or poster more meaningful. Be ready to explain your output. All members of the
group will present in class.

Form four to six groups. Each group will be working with another group. All groups will
write a story in formal style for five minutes. This can be a simple story from a fairy tale
or any book, movie, or television show. Then, exchange stories with another group.
Translate the story into casual style. You have five minutes to recreate the story. After
completing the stories, assign a volunteer who will share the story’s casual version.
Prepare and plan for a small group discussion. Use the following as your guide. Form
a group with four to five members. 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.

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Lesson 12
Speech Act
Definition of Speech Acts. A speech act is an utterance that a speaker makes to achieve an
intended effect. Some of the functions which are carried out using speech acts are offering an
apology, greeting, request, complaint, invitation, compliment, or refusal. A speech act might
contain just one word or several words or sentences. For example, “Thanks” and “Thank you
for always being there for me. I really appreciate it” both show appreciation regardless of the
length of the statement.

Three Types of Speech Act. According to J. L. Austin (1962), a philosopher of language and
the developer of the Speech Act Theory, there are three types of acts in every utterance, given
the right circumstances or context. These are:

1) Locutionary act is the actual act of uttering. “Please do the dishes.”

2) Illocutionary act is the social function of what is said. By uttering the locution “Please
do the dishes,” the speaker requests the addresses to wash the dishes.
3) Perlocutionary act is the resulting act of what is said. This effect is based on the
particular context in which the speech act was mentioned. “Please do the dishes” would
lead to the addressee washing the dishes.

There are also indirect speech acts which occur when there is no direct connection between
the form of the utterance and the intended meaning. They are different in force (i.e., intention)
from the inferred speech act.
For example, read the following utterance. “Can you pass the rice?”
• Inferred speech act: Do you have the ability to hand over the rice?
• Indirect speech act: Please pass the rice.

So while the utterance literally asks the addressee if he or she has the ability to hand a plate of
rice, it actually indirectly requests the addressee to pass the rice to the speaker.
Performatives
Austin also introduced to concept of performance utterance; statements which
enable the speaker to perform something just by stating it. In this manner, verbs that
execute the speech act that they intend to effect are called performatives. A
performative utterance said by the right person under the right circumstances results in
a change in the world. Note that certain conditions have to be met when making a
performative utterance.
For example, the phrase “I now pronounce you husband and wife,” when uttered
by an authorized person such as a judge will have the actual effect of binding a couple
in marriage. However, if the same Austin also introduced the concept of performative
utterances: statements which statement is uttered to the same couple in the same
place by someone who is not authorized to marry them—as in the case of the
accompanying picture, a robot—then there is no effect whatsoever because a condition
was not met.

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Searle’s Classifications of Speech Act. As a response to Austin’s Speech Act Theory, John
Searle (1976), a professor from the University of California, Berkeley, classified illocutionary
acts into five distinct categories. Always keep in mind that speech acts include concrete life
interactions that require the appropriate use of language within a given culture. Communicative
competence (i.e., the ability to use linguistic knowledge to effectively communicate with others)
is essential for a speaker to be able to use and understand speech acts. Idioms and other
nuances in a certain language might be lost or misunderstood by someone who does not fully
grasp the language yet.
1) Assertive – a type of illocutionary act in which the speaker expresses belief about the
truth of a proposition. Some examples of an assertive act are suggesting, putting forward,
swearing, boasting, and concluding.
Example: No one makes better pancakes than I do.
2) Directive – a type of illocutionary act in which the speaker tries to make the addressee
perform an action. Some examples of a directive act are asking, ordering, requesting,
inviting, advising, and begging.
Example: Please close the door.
3) Commissive – A type of illocutionary act which commits the speaker to doing something
in the future. Examples of a commissive act are promising, planning vowing, and betting.
Example: From now on, I will participate in our group activity.
4) Expressive – a type of illocutionary act in which the speaker expresses his/her feelings
or emotional reactions. Some examples of an expressive act are thanking, apologizing,
welcoming, and deploring.
Example: I am so sorry for not helping out in our group projects and letting you do all
the work
5) Declaration – a type of illocutionary act which brings a change in the external situation.
Simply put, declarations bring into existence or cause the state of affairs which they refer
to. By saying that someone is fired, an employer causes or brings about the person’s
unemployment, thus changing his external situation. Some examples of declarations are
blessing, firing, baptizing, bidding, passing a sentence, and excommunicating.
Example: You are fired!

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Speech Act Theory

Constatives--“Statements, assertions, and utterances” characterized by truth or

falseness.
Performatives--Statements, assertions, and utterances that do things. The table below
abstracts the performative categories.

Category Action Example

Representatives Tell how things are Concluding
Directives Encourage action Requesting
Commissives Commit speaker to action Promising
Expressives Express psychological state Thanking
Declarations Change the state of affairs Christening

For performatives to actually "perform," both speaker and audience must accept certain
assumptions about the speech act. These assumptions are called felicity conditions and
are often divided into three categories: essential conditions, sincerity conditions, and
preparatory conditions.

Essential condition--This means that you say what you say, that both speaker and
hearer take the utterance to be performative.
Example: If you say "I promise to do my homework" to a teacher, both of you think of
that statement as taking the form of a promise. If you quote yourself to a friend as saying
"I told my teacher 'I promise to do my homework,'" the quote--though identical in its
locutionary properties (see below)--fails to promise because it has become part of a
representative act reporting on the promise.

Sincerity condition--This means that you mean what you say, that both speaker and
hearer take the utterance to be intentional, to accurately represent the wish of the
speaker and the hearer's understanding that the utterance expresses that wish. The
common expression "in good faith" illustrates the basic premise of the sincerity
condition.
Example: If you say "I promise to do my homework" to a teacher, both of you think of
that statement as being a promise, as a verbal contract suggesting that you want to do
the homework and possess the requisite capacities to complete it.

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Preparatory conditions--This means that you can do what you say, that both speaker
and hearer agree that it is situationally appropriate to for you to perform the speech
act. Don't confuse "can do" with "able to do." Ability is part of sincerity. In this case,
"can do" means "allowed to do," to be socially sanctioned to perform the act.
Example: If you say "I promise to do my homework" to a teacher, you are actually a
student in the teacher's class and the homework has been assigned. If these conditions
were not met, you'd have no homework and, thus, no need to promise to do it.

Types of Force. There are three types of force typically cited in Speech Act Theory:
1) Locutionary force—referential value (meaning of code)
2) Illocutionary force—performative function (implication of speaker)
3) Perlocutionary force—perceived effect (inference by addressee)

If you say "I promise to do my homework" to a teacher, the locutionary force lies in the
meaning of the words "I promise to do my homework" (just as it does in the quotation of
the promise to the friend: their grammatical and semantic content is identical). The
illocutionary force lies in your intent to make a promise; the perlocutionary force lies in
the teacher's acceptance that a promise was made. In a sentence, you have said "I
promise to do my homework" (locution), you want your teacher to believe you (illocution),
and she does (perlocution). The graphic below illustrates the relationship of the forces.

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Activity
With a partner, take the quiz below and check if you can discern the meaning behind the
utterance. You have five minutes to answer the exercise. Encircle the letter of your
answer. Consider the phrase: “I now declare Martial Law.” Who among the following
can say this phrase and make martial law actually happen?
o President of the country
o My pregnant neighbor
o A retired veterinarian
o A famous rock star
What do you think does the speaker mean when he/she says, “Can you open the door?”
o The speaker wants to know if I have the ability to open the door.
o The speaker is requesting me to open the door.
o The speaker does not make sense.
o The speaker is asking me a question.
You and your friend who has a fever enter your room. She shivers and tells you, “It’s
cold in here!” How would you interpret what she said?
o She feels cold.
o She wants me to increase the temperature in the room.
o She does not feel well because of the cold.
o She is complimenting the temperature in my room.
Based on the scenario in item number 3, what would your next action be?
o I will thank my friend.
o I will agree with her and say that the room is cold.
o I will increase the temperature to decrease the coldness.
o I will ignore my friend.
In which of the following statements is the speaker making a commitment?
o “I checked her Facebook profile yesterday.”
o “I’m in love and I’m happy!”
o “I promise to love you for better or for worse.”
o “I think following my suggestion will get us a high grade.”

Work with your partner from the previous activity. Complete the following table with
information related to Searle’s Classification of Speech Acts. Example:

Classification of Speech Specific Situation Example

Act
Assertive Chris bought a new “I’m the only one in school
gadget, and he shows it who has this new iPhone
off to his friends. model.”

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Classification of Speech Solution Example
Act
Assertive
Directive
Commisive
Expressive
Declaration

Work with your partner from the Let’s Work and Learn activity. Watch the second video
below. Pay attention to details like greetings, personal identification, and pre-closing
and closing signals.

Video 2: https://www.youtube.com/watch?v=A2EwBB5McJo
Compare the greeting, pre-closing, and closing in Video 2 to those in Video 1. How many are
they similar or different?

Group yourselves into five members each. Within 15 minutes, prepare a three- to four-minute
creative skit which shows at least five examples of Searle’s speech act classifications.
You may use any of the examples you listed with your partner in Exercise II.

Take a look at the conversation below where the remark by a native English speaker
could be misinterpreted by a native Chinese listener.
John: “I couldn’t agree with you more.”
Chen: “Oh….” (Thinking: “He couldn’t agree with me? I thought he liked my idea!”)
In an essay with no less than 500 words, discuss where the confusion originated. Use
the following format: computerized, font 12, Times New Roman, spacing 1.5.

Hone your ability to recognize types of speech acts by checking the exercises found on the
websites below. http: / /gul .gu. se/publ ic/pp/publ ic_cour ses /cour se61890/publ i
shed/1388703602109/ resourceId/25251194/content/speechacts-exercises-all.pdf
http://www.ello.uos.de/field.php/Pragmatics/SpeechActsinUse

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Module 13
Fundamentals of Public Speaking
Fundamentals of Public Speaking. Writing an effective speech 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.

7 Public Speaking Fundamentals

1. Look the part. If you want to make a powerful first impression as a speaker in any situation,
you have to look good. That means: Dress up and look sharp. Additionally, you’ll have to retain
good posture throughout the presentatio -- not only does the right body language make you
appear more confident, it also helps you control your breathing patterns. By a similar token,
excessive fidgeting or other signs of nervousness should be avoided. Confidence can take you
a long way toward achieving a successful speech.

2. Pace yourself. Due to a combination of nerves and the persistent illusion that you’re
speaking more slowly than you actually are, many novice public speakers end up rushing their
presentations. Not only does this compromise your audience’s ability to hear and retain
everything you’re saying, it also makes you appear less confident. Instead, pace yourself.
Speak at a pace that’s slower than you think is appropriate, and articulate each of your words
individually. This technique will lend you power and make you seem to be more in control.

3. Avoid 'filler 'words. This is an incredibly hard habit to break. Most of us are used to
peppering our speech with short filler words like “uh,” “um” and “ah.” Filler words, in fact, are an
easier solution than letting a silence persist, and so they've become a cultural norm. However,
filler words also sound unprofessional, and during a speech, your audience’s awareness of their
presence will become amplified. Eliminate them by becoming hyper-conscious of their use,
and by deliberately programming silences and transitions into your presentation. You can
practice this in everyday life by simply avoiding filler words in normal conversation. If you can
get rid of this habit in your personal life, you shouldn’t have to worry about it cropping up in your
professional one.

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4. Look your audience members in the eye. This is a powerful technique that shows your
confidence. Though it may seem intimidating at first, give it a try. As you speak, try to look
various members of your audience directly in the eye, one by one. This practice will slowly give
you a feeling of control over the room, and each participant you lock eyes with will feel instantly
more engaged with your material.

5. Engage your audience. Don’t just talk at your audience; find ways to get them actively
engaged with your material. If you’re a showman (or woman), ask for a volunteer from the
audience to help you demonstrate a point. If you prefer more passive audience participation,
request a round of applause or a show of hands to demonstrate your audience's collective
opinion. Less intense would be to ask audience members to visualize a point you're making,
or ask them an open-ended hypothetical question. Humor is a fantastic way to keep audience
members' attention, as is storytelling. Just keep them fixated on your presentation however you
can.

6. Use your gestures to your advantage. Some hand gestures carry powerful
connotations that can lend themselves to your overall presentation. For example, exposing your
palms in a controlled, deliberate way during a key point emphasizes that point, and using a
semi-raised fist indicates excitement, power and control. Speakers who gesticulate deliberately
are generally seen as more powerful and persuasive --just don’t go overboard.

7. Practice -- but don’t memorize. Finally, practice your speech before you give it in a live
setting. This will help you memorize your key points, address any challenges proactively and
give you more confidence and verbal control. However, don’t over-rehearse your speech; if you
do, you might end up sounding robotic or otherwise unnatural to your audience.

The Writing Process. It is known as a recursive process. Writing is a process that involves at
least four distinct steps:
• prewriting,
• drafting,
• revising,
• editing.

Prewriting
• Prewriting is anything you do before you write a draft of your document. It includes
thinking, taking notes, talking to others, brainstorming, outlining, and gathering
information (e.g., interviewing people, researching in the library, assessing data).
• Although prewriting is the first activity you engage in, generating ideas is an activity that
occurs throughout the writing process.

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Drafting
• Drafting occurs when you put your ideas into sentences and paragraphs. Here you
concentrate upon explaining and supporting your ideas fully. Here you also begin to
connect your ideas. Regardless of how much thinking and planning you do, the process
of putting your ideas in words changes them; often the very words you select evoke
additional ideas or implications.
• Don’t pay attention to such things as spelling at this stage.
• This draft tends to be writer-centered: it is you telling yourself what you know and think
about the topic.

Revising
• Revision is the key to effective documents. Here you think more deeply about your
readers’ needs and expectations. The document becomes reader-centered. How much
support will each idea need to convince your readers? Which terms should be defined
for these particular readers? Is your organization effective? Do readers need to know X
before they can understand Y?
• At this stage you also refine your prose, making each sentence as concise and accurate
as possible. Make connections between ideas explicit and clear.

Editing
• Check for such things as grammar, mechanics, and spelling. The last thing you should
do before printing your document is to spell check it.
• Don’t edit your writing until the other steps in the writing process are complete.

THE WRITING PROCESS. The writing process is something that no two people do the same
way. There is no "right way" or "wrong way" to write. It can be a very messy and fluid process,
and the following is only a representation of commonly used steps.

STEPS OF THE WRITING PROCESS

STEP 1: PREWRITING - THINK AND DECIDE

• Make sure you understand your assignment.
• Decide on a topic to write about.
• Consider who will read your work.
• Brainstorm ideas about the subject.

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STEP 2: RESEARCH (IF NEEDED)- SEARCH. Find as much as you can about the topic.
• Search web, Wikipedia, you tube, dictionaries, and other references
• Talk to experts
• Check out resources at a local library
• Make trips or visits
• Brainstorm and gather ideas
• List places where you can find information.
• Do your research.
• Make an Outline to help organize your research.

STEP 3: DRAFTING – WRITE. Write a draft of your essay:

• Use the organization appropriate for the essay
• Initial focus should be on ideas and content
• Successive drafts should improve language and organization
• Put the information you researched into your own words.
• Write sentences and paragraphs even if they are not perfect.
• Read what you have written and judge if it says what you mean.
• Write some more.
• Read it again.
• Write some more.
• Read it again.
• Write until you have said everything you want to say about the topic.

STEP 4: REVISING - MAKE IT BETTER. Revise for completeness and effectiveness

• Do not have enough information to support your thesis
• Is your write up cogent and convincing
• If needed do further research
• Read what you have written again.
• Rearrange words, sentences or paragraphs.
• Take out or add parts.
• Do more research if you think you should.
• Replace overused or unclear words.
• Read your writing aloud to be sure it flows smoothly.

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STEP 5: EDITING AND PROOFREADING - MAKE IT CORRECT. Edit for language:
• Use spelling and grammar checker in your document editor
• Have an expert review the document
• Improve word choice and sentence structure
• Be sure all sentences are complete.
• Correct spelling, capitalization, and punctuation.
• Change words that are not used correctly or are unclear.
• Make sure you are using the appropriate Style formatting.
STEP 6. PUBLISH. Publish your final document
• Make the document aesthetically pleasing by effective titles, etc
• Use figures and images if appropriate
• If your are submitting it for credit, make it look professional using report covers, etc.

THE WRITING PROCESS

• Conducting an audience analysis

• Determining the purpose of the speech
• Selecting a topic
• Narrowing down a topic
• Gathering data

• Selecting a speech pattern

• Editing and/or revising • Preparing an outline
• rehearsing • Creating the body of the speech
• Preparing the introduction
• Preparing the conclusion

Speech Writing Process

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The following are the components of the speech writing process. Audience analysis
entails looking into the profile of your target audience. This is done so you can tailor-fit your
speech content and delivery to your audience. The profile includes the following information.
QQdemography (age range, male-female ratio, educational background and affiliations or
degree program taken, nationality, economic status, academic or corporate designations)
• situation (time, venue, occasion, and size)
• psychology (values, beliefs, attitudes, preferences, cultural and racial ideologies, and
needs)

A sample checklist is presented below

Audience Analysis
Age Range
Male-Female Ratio
Educational Background
Educational Institution
Place of Residence (city, province, town)
Marital Status
Economic Status (Household income above
30,000 or below 30,000)
Language Spoken
Religious Affiliations/beliefs

The purpose for writing and delivering the speech can be classified into three—to
inform, to entertain, or to persuade.
• An informative speech provides the audience with a clear understanding of the concept
or idea presented by the speaker.
• An entertainment speech provides the audience with amusement.
• A persuasive speech provides the audience with well-argued ideas that can influence
their own beliefs and decisions.

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The purpose can be general and specific. Study the examples below to see the
differences.
General Purpose Specific Purpose
To Inform To inform Grade 11 students about the process of
conducting an automated student government election
To inform Grade 11 students about the definition and
relevance of information literacy today
To inform Grade 11 students about the importance of
effective money management

To entertain To entertain Grade 11 students with his/her funny

experiences in automated election
To entertain Grade 11 students with interesting
observations of people who lack information literacy
To entertain Grade 11 students with the success stories
of the people in the community
To persuade To persuade the school administrators to switch from
manual to automated student government election
To persuade Grade 11 students to develop information
literacy skills
To persuade the school administrators to promote
financial literacy among students

The topic is your focal point of your speech, which can be determined once you have decided
on your purpose. If you are free to decide on a topic, choose one that really interests you. There
are a variety of strategies used in selecting a topic, such as using your personal experiences,
discussing with your family members or friends, free writing, listing, asking questions, or
semantic webbing.

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

Specific Purpose To inform Grade 11 students on the important of effective
money management
Topic Financial literacy or effective money management
Narrowing down a topic through listing Effective money management
Effective money management of Grade 11 students
Developing an effective money management of Grade 11
students
Defining and developing effective money management
skills of Grade 11 students

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Data gathering is the stage where you collect ideas, information, sources, and references
relevant or related to your specific topic. This can be done by visiting the library, browsing the
web, observing a certain phenomenon or event related to your topic, or conducting an interview
or survey. The data that you will gather will be very useful in making your speech informative,
entertaining, or persuasive.

Writing patterns, in general, are structures that will help you organize the ideas related to your
topic. Examples are biographical, categorical/topical, causal, chronological,
comparison/contrast, problem-solution, and spatial.

Below are different writing patterns from which you can select the one that best suits
your topic and/or purpose.

Pattern Descriptions Examples

Presents descriptions of
your life or of a person,
Biological
famous or not
Presents related categories
Categorical / Topical supporting the topic
Specific Purpose To inform my audience
about my grandfather, the
late former President
Ramon Magsaysay
Specific Topic Describing the life and
works of my grandfather,
the late former President
Ramon Magsaysay
Specific Purpose To persuade the
community members to
reduce, reuse, and recycle
as means of eliminating
garbage and protecting the
environment

Specific Topic Why the community

members should promote
reducing, reusing, and
recycling
Specific Purpose To inform my audience on
the effects of overeating
Presents cause-effect
Causal relationships
Specific Topic Explain the possible effects
of overeating to one’s
health
Specific Purpose To inform my audience
about the significance
events in the 1986 EDSA
Revolution or People
Presents the idea in time
Power
Chronological order
Specific Topic Describing the significant
events before, during, and
after the 1986 EDSA
Revolution or People
Power
Presents an identified Specific Purpose To persuade the audience
problem, its cause, and that living in the Philippines
Comparison /contrast
recommended solutions is better than living in
Australia

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Specific Topic Explaining why the
Philippines is more
habitable than Australia
Specific Purpose To persuade the audience
to support the educational
programs of the national
government
Presents an identified
Specific Topic Explaining the reasons for
problem, its causes, and
Problem-solution supporting the
recommended solutions
government’s educational
programs seen as the
primary means of
increasing the literacy rate
in the Philippines

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.

Table format
Purpose To persuade
Specific purpose To persuade the community members to reduce, reuse, and recycle as
means of eliminating garbage and protecting the environment
Topic Promoting the importance of reducing, reusing, and recycling in
eliminating wastes and protecting the environment
Pattern Problem-solution
Introduction Share facts on the current situation of the environment.
State the message of the speech (specific topic).
Body Discuss how improper waste disposal becomes an environmental
problem.
Explain how reducing, reusing, and recycling would eliminate wastes
and protect the environment.
Conclusion State the specific purpose of your speech again.
Call for action.

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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.

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. QQUse 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.

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The following are some strategies.
• Begin your conclusion with a restatement of your message.
• Use positive examples, encouraging words, or memorable lines from songs or stories
familiar to your audience.
• Ask a question or series of questions that can make your audience reflect or ponder.

Editing/Revising your written speech involves correcting errors in mechanics, such as

grammar, punctuation, capitalization, unity, coherence, and others. Andrew Dlugan (2013), an
award-winning public speaker, lists six power principles for speech editing.

1) Edit for focus. Ensure that everything you have written, from introduction to conclusion,
is related to your central message.

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

3) Edit for concision. “The speech was all over the place; the speaker kept talking
endlessly as if no one was listening to him/her.” Keep your speech short, simple, and
clear by eliminating unrelated stories and sentences and by using simple words.

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

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

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

Rehearsing gives an opportunity to identify what works and what does not work for the target
audience. Some strategies include
• reading speech aloud,
• recording the analysis for ypeers or coaches to give feedback on the delivery.
• Constant practice makes perfect.

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Some Guidelines in Speech Writing
• Keep your words short and simple. Your speech is meant to be heard by your audience,
not read.
• Avoid jargon, acronyms, or technical words because they can confuse your audience.
• Make your speech more personal. Use the personal pronoun “I,” but take care not to
overuse it. When you need to emphasize collectiveness with your audience, use the
personal pronoun “we.”
• Use active verbs and contractions because they add to the personal and conversational
tone of your speech.
• Be sensitive of your audience. Be very careful with your language, jokes, and nonverbal
cues.
• Use metaphors and other figures of speech to effectively convey your point.
• Manage your time well; make sure that the speech falls under the time limit.

Activity
Form groups of five members. Study the following scenario:
1) You were assigned by your principal to be your school’s events planner. Now, your task
is to organize a welcome program for a foreign visitor.
2) You have ten 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.
3) When done with the task, answer the following questions.
4) How did you plan for the program?
5) What difficulties did you encounter while planning?

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

1. An outline determines whether your supporting ideas match your main idea or not.
2. Any speech should include an introduction, body, and conclusion.
3. In the introduction, you explain the importance of your topic by giving examples.
4. Knowing the audience and the occasion is crucial in writing a speech.
5. Rehearsing is a major requirement.
6. Speech writing is a recursive process.
7. The approach that you will use in your introduction can determine the success of your
speech.
8. The primary objective of speech writing is getting the right or appropriate topic.
9. The purpose of the speech will help you identify ideas that will support your main idea or
message.
10. Word choice is one consideration in writing a speech.

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

Audience analysis should be conducted to determine the characteristics of the

audience, nature of event, time of day, etc.

Identify and differentiate the processes in speech writing in terms of description and
application.

Speech writing process Description Application

Work with your group mates from Let’s Warm Up. Read the sample speech below, and
then, using the Six Power Principles for Speech Editing of Andrew Dlugan, edit the
speech. Underline the part which you think needs editing for focus, clarity, concision,
continuity, variety, and impact and beauty. Then, write the revised version in the second
column and the principle you used in the last column.

Speech Title: May Fifteen Edited /Revised Version Speech Editing

Principle
May 15 of this year, I woke up with a happy heart. I thought
to myself, “when I reach 50 years old, 60 or beyond, I will
look back to this day and smile.” Then, I paid attention to
my college graduation picture, framed on a 4x6 decorative
wood edging emblazoned with beautiful memories. I
reached for it, and held it closely, and uttered, “10 years,
and I think you did a pretty good job!” I slowly put it back
to the side table, off to my working station across my
sliding window to fulfill one in my daily routine: journal
writing.

Then, I started: Dear journal, “In my 10 years as a member

of the noblest profession in the universe, I have
encountered several influential, inspiring and fabulous
people. So, today, as a tribute, I’m going to write about
them, starting off with my top three favorites”.

To begin with, I did not like my first pick. She was someone
who would always, always disagree with my ideas and
decisions. I remember one time while I asked her to sign
my college admission papers, she was infuriated because
of my choice because I ticked Mass Communications as
my priority. It was a very long battle of verbal argument.
As expected, I did not win. Another, I came home from
school sharing I would want to extract the tooth of my lab
partner without an anesthesia because he’s irresponsible
and ridiculous. Instead of letting me vent and giving me a
back rub, she defended the behavior of my lab partner
saying, “He must have a bad day. You have to
understand.” Precisely, she’s a devil’s advocate.

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But, I have loved her. In fact, I have been playing as a
devil’s advocate since college. I think it’s important to see
a situation from different perspectives. In that sense, I can
think critically and make reasonable decisions. In the
academic context, I employ it as a strategy to make my
students be effective communicators, critical and creative
thinkers, service-driven citizens, and reflective life-long
learners through exposing them to several relevant
activities. I learned this from her, from someone I know a
devil’s advocate.

However, she left me. And for once, it broke my heart. If

United Kingdom has the late Margaret Thatcher, and
China has Wu Yi, I have a friend, too, an Iron Lady who is
my second choice. And, I’m lucky to have known her.
Coined by Russian journalist Captain Yuri Gavrilov in
1976, the iron metaphor is used to describe a lady who is
“strong-willed”. Strong-willed, that’s a perfect word that
describes my friend. I was in grade six back then when I
witnessed the misery that happened to her family. I knew
how it felt though I was still younger. Their business went
bankrupt; her husband was hospitalized fighting against
death; and, she was falling downward spiral. But, she did
not let go. She stood her ground, fought back, and turned
every tragedy into triumph. That’s why she’s an Iron Lady
to me.

Being strong-willed and turning tragedy into triumph are

lessons which I learned from my Iron Lady friend. Had I
not applied these lessons to my personal and professional
life, I would have lost my sanity and remained miserable.
However, she left me. And for the second time, it broke my
heart.

Of course, we all have heard the story about a university

professor who sought a Japanese master for
enlightenment about his questions on Zen. The master
served the professor with tea, poured the cup full, and kept
on pouring. The professor suddenly said, “It is
overflowing”. The master replied, “You are like this cup. I
cannot show you Zen unless you empty your cup.”

I first learned this story from my third choice, i.e., my

teacher who I used to call master. That was supposed to
be a life-changing tale for me because I was very stubborn
and unreceptive back then. But, my master taught me to
be more open with new perspectives and continue to seek
inspirations from other people who I can call masters, too,
and to absorb and just filter later. As Bruce Lee said,
“Absorb what is useful.” Hopefully, after I have taken
everything in, I will have evolved into a better educator,
just like my master and ultimately, a better creative person.
I want to reach that “zen point”, where everything is
intuitive and instinctive, where teaching and I are one (like
the samurai and the sword are one), where I can see
beyond what my eyes tell me as what swordsman
Miyamoto Musashi said.
Yes, I am aware of the dangers of having too many
masters. But mixed martial arts taught us that we can learn
different fighting styles from different masters, and

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eventually, evolve into a well-rounded warrior. I guess the
secret lies in keeping an open mind. I learned that from my
master. So, I just make sure that when I meet other people
and listen to their stories, I go with an empty cup.

Nevertheless, she left me. Again, it broke my heart. Right

after I signed on my journal entry, I heard euphonous
voices of these three personalities fused into one calling
my name. It was my mom. She came in to my room with
two pieces of cake each shaped with letters P and J
enough to be carried by her hands. The letters are initials
of my first name- Philippe John. Planted on the edge of
each cake were five tiny well-lit candles. I stood from my
post, grabbed the pieces from my mom’s shaky hands,
and put them on my desk. Then, I hugged her. It was one
of the tightest hugs I had given her. And, she told me,
“You’re now a decade young teacher. Way to go, my love,
and I promise I will not leave you anymore. Never.”

I couldn’t thank her more. May 15 of this year, I woke up

with a happy heart. And, again. I thought to myself, “when
I reach 50 years old, 60 or beyond, I will look back to this
day again and again and again.”

Following the speech writing process, prepare/plan a speech to be delivered in class. As

you go along, make sure to fill in the details in the columns with the ideas you have
decided on.

Conduct a general audience analysis. Use the sheet below.

General Audience Analysis

Age Range
Male-Female Ratio
Educational Background
Educational Institution
Place of Residence (city, province, town)

Marital Status
Economic Status (Household income
above 30,000 or below 30,000)
Language spoken
Religious affiliations/beliefs

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Identify your general and specific purpose. Use the sheet below.

General
Purpose
Specific
Purpose

Identify your topic: use any strategy learned from this lesson. Use the sheet below

General
Purpose
Specific
Purpose

Narrow down your topic. Use any strategy learned from this lesson. Use the sheet below

General
Purpose
Specific
Purpose
Topic
Specific
(narrowed-
down) topic

Decide how you will gather data. Will you be visiting your library, browsing the web,
observing, or conducting an interview or survey? Once you have decided, gather all
necessary and relevant information.

Identify the speech pattern you will use. Will it be biographical, categorical/topical,
causal, chronological, comparison/contrast, or problem-solution? Use the sheet below.

General Purposes
Specific Purpose
Topic
Specific (narrowed-
down) Topic

Speech Pattern

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Prepare an outline for your speech using any of the formats discussed. Use the sheet
below.

General Purposes
Specific Purpose
Topic
Specific (narrowed-
down) Topic
Speech Pattern
Outline

Find a partner and exchange works with him/her. For five minutes, review your partner’s
work and write your feedback. Use the sheet below.

Element Guide Questions Responses

Specific Is the specific purpose stated?
Is the purpose appropriate for the
activity?
Does it state the main idea, or the
goal of speech?
Topic Is the topic appropriate for the
purpose?
Is the topic fit for the target audience?

Specific (Narrowed- Is the topic narrowed-down and

down) topic focused?

Speech Pattern Is the chosen pattern appropriate for

the purpose and topic?
Outline Areall ideas in the outline alighed to
the main idea or message of the
speech?
Is there a clear introduction?
Is there a clear body?
Is there a clear conclusion?
I like the work because….
General Comments However, the speech needs to
improve on….

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Find one speech writer in your community and interview him/her on his/her experiences
in speech writing. Then, using a minimum of 500 words, make a written report about
his/her responses. Use the following format: computerized, font 12, Times New Roman,
1.5 spacing.

Hone your speech writing skills by checking the following websites. Speech Writing
Exercises
http://www.cbsencertanswers.com/2014/02/sample-questions-for-writing-article.html

Speech Writing Exercises. http://teacher.scholastic.com/writewit/speech/index.htm

Exercise your Speech Writing Brain. http://www.globalspeechwriter.com/exercise-your-

speechwriting-brain/

Interview a local official or a student government officer on his/her experiences in public

speaking (campaign speeches, reading of policy or memo in public, introducing a
speaker, giving of welcome/opening or closing remarks, inspirational talk, etc). Then,
with a minimum of 500 words, make a written report about their responses. Follow the
format: computerized, font 12, Times New Roman, 1.5 spacing.

Hone your knowledge of the principles of speech delivery by checking the websites
below.
English Pronunciation Practice Sites
• http://www.manythings.org/e/pronunciation.html
• http://www.manythings.org/pp/
• http://www.englishmedialab.com/pronunciation.html

Public Speaking Exercises

• http://www.write-out-loud.com/public-speaking-exercises.html

Speech delivery Techniques Exercise

• http://pulse.pharmacy.arizona.edu/9th_grade/culture_cycles/language_arts/tricks_and_t
echniques.html

Mirror image. What were your thoughts or ideas about the fundamentals of communication
prior to the discussion of this lesson?
I thought…..

What new or additional ideas did you learn after taking up this lesson?
I learned that…..

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Lesson 14
Principles of Speech Delivery

PHYSICAL FEATURES OF A SPEAKER

1) Appearance - The speaker’s appearance should be appealing to the audience. The

audience in fact likes speakers who are similar to them.

2) Movement - All the movements on the stage should be voluntary and warranted.
Nervousness can cause involuntary movements which can distress both the speaker and
the audience. If the speaker gets involved in the speech and trusts the audience,
nervousness can go. No movement can happen on the stage without reason. Movements
driven by the speech can help the speaker maintain contact with all the sections of the
audience.

3) Posture: A confident speaker stands straight with his arms well relaxed. Nervous
speakers sprawl on the podium and lean against the wall. There is always fear
and tension. Great speakers on the other hand take an informal posture and relax
their audience too. Informal postures get the speaker a positive reaction from the
audience.

4) Facial Expressions: The expression on the speaker’s face determines the audience’s
closeness to him. Warm smile and confident look take the audience close to the speaker.
The expressions display the degree of involvement, the speaker has in his speech. The
involvement with the speech is all the necessity and the rest will take care of itself. The
expressions and the tone used by the speaker should go hand in hand with the message
and the emotions that are delivered. For example, the expression and tone of the speaker
should be serious when he delivers a serious message and sad when he delivers
something sad. Any deviation in this would confuse the audience.

5) Eye Contact: It is one of the most important gestures. It not only increases the speaker’s
direct contact with the audience but also increases their interest in their speech. Direct
eye contact helps the speaker understand audience reaction then and there and it makes
the occasion less frightening.

6) Volume: It is confirmed by the number of the audience but it should be loud enough for
the speech to reach everybody. The beginners who have stage fear are usually not loud
enough and it is they who should check it through rehearsals.

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7) Articulation: It is the right pronunciation of all the words. The people who suffer stage
fright commit the mistake of deletion, addition, adding extra parts towards
slurring. Perfect articulation and Standard English are a must for any public speaker.

8) Time: Time is an important factor in Speech delivery. At the outset, the speaker should
know the amount of time given for his speech and prepare accordingly. Sticking to time
can be achieved by proper rehearsals.

9) Language : The speaker should use the language well suited for the audience. Too
much of scientific terms may not go well with the common public. The words that the
speak uses should be readily understood by the audience. It is good to stoop to the level
of the audience.
• “Don’t use a big word where a small one could do.” – George Orwell.
• Use Short stories, Anecdotes and Quotations according to the need. It is always
good to start the speech with a small story as stories normally arouse interest. But
remember, too much of anything is good for nothing.

A good saying to follow in giving a speech is

Some people are born with special gifts in public speaking, but it is also true that most of the
best public speakers either underwent intensive formal training or got involved in several
speaking situations that, over time, enabled them to hone the skill.

According to Stephen Lucas (2011), A good delivery means that you are capable and able to
present your message in a clear, coherent, and interesting way. In addition to this, he also says:

Good delivery…conveys the speaker’s ideas clearly, interestingly, and without distracting the
audience. Most audiences prefer delivery that combines a certain degree of formality with the
best attributes of good conversation—directness, spontaneity, animation, vocal and facial
expressiveness, and a lively sense of communication.

As a student of public speaking, you should know that public speaking is not simply reading
your speech or talking about your topic. It requires making connections with your audience and
presenting yourself formally to the public. There are types of speeches according to purpose
and delivery from which you can choose the best one or the most appropriate in a given
situation.

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Types of Speech According to Purpose
• An informative speech provides the audience with a clear understanding of a concept or
idea. The lectures of your teachers are the best examples of this type.
• An entertainment speech amuses the audience. The humorous speeches of comedians
and performers are the best examples of this type.
• A persuasive speech seeks to provide the audience with favorable or acceptable ideas
that can influence their own ideas and decisions. The campaign speeches of the running
candidates for government posts are the best examples of this type.

Types of Speech According to Delivery

Extemporaneous
Description Speaking with limited preparation
Guided by notes or outline
Delivered conversationally
Most popular type
Speaking When you are a candidate for a post in a student government and you deliver your
Situations campaign speech before a voting public government
When you are assigned to report a topic in class
Advantages Helps you look confident
Engages the audience
Disadvantages May not have adequate time to plan, organized, and rehearse
Tips Create an outline
Organize your points logically (most important to least important or vice versa)
Use facts and real-life experience as your examples
Manage your time well
Rehearse, rehearse, rehearse

Impromptu
Description Speaking without advanced preparation
Unrehearsed speech
Spoken conversationally
Speaking In an event where you are asked to say a few words
Situations First day at work or in class, or during an interview
Advantages Spontaneous or natural speaking
More focused and brief
Disadvantages Tendency to be disorganized
Lacks connection with the audience
Nerve-racking for inexperienced speakers and beginners
Tips Once you are requested to say something, pause for a moment to plain in your head
what to say.
Sate your main point briefly and deliver it at ta pace your audience can follow
End by saying thank you.

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Manuscript
Description Speaking with advanced preparation
Planned and rehearsed speech
Reading aloud a written message
Speaking News casting with a Teleprompter or an autocue device
Situations Presenting the legal proceeding and verdict in court
Reading the rules and criteria in a contest
Advantages Exact repetition of the written words
Guided speech
Disadvantages Boring and uninteresting presentation
Lacks audience rapport or connection
Tips Rehearse the speech over and over again until you sound natural. Observe accomplished
new anchors and note how conversational they sound when they deliver the news.

Memorized
Description Speaking with advanced preparation
Planned and rehearsed speech
Reciting a written message word-for-word form memory
Speaking When you perform in a stage play
Situations When you deliver a declamation, oratorical, or literary piece
When an actor or actress in a scene performs a script from memory
Advantages Exact repetition of the written words from memory
Free to move around the stage
Disadvantages Speakers might end up speaking in a monotone pattern. Alternatively, he/she might take a fast
pace.
When the speaker cannot control his/her fright, he/she might have difficulty remembering his/her
memorized speech.
Tips Rehearse the speech over and over again until you sound natural and feel confident.
Observe how actors/actresses perform their script in a theater, television, or movie scenes.

Delivery for Different Situations. Bear in mind that not all speaking situations happen in the
classroom. Some may happen in unfamiliar environments. To illustrate, you may run or be
nominated for a school or local government office, so a room-to-room and public campaign
speech is required; or you may be invited to welcome a visitor in your school or community, so
an opening or welcoming remark is necessary; or you may be asked to represent your school
or community in a literary contest. These are a few situations where your delivery skill will be
simultaneously challenged and honed. As a public speaker you need to be ready to deal with
the most common challenges in different speaking environments. Below are some of them.

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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; more formal for a larger 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

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 as a example to support your main point.
Practice, practice, practice

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.
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 schedule 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 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.
Practice, practice, practice

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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.
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
Practice, practice, practice

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 storage 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 void 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
Practice, practice, practice

Whatever speaking situation you are in, the most important thing is you master your speech.
You can only do this by constantly carrying out the right practices.

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Tools for Effective Speech Delivery. To be effective in your delivery, watch and emulate
people who speak in public excellently. While observing, take note of the following:
• How they approach their audience (formal, informal, personal, conversational, intimate,
among others)
• How they connect with their audience (using eye contact, body movements, and facial
expressions)
• How they present themselves (stage presence: how they look, stand, walk, use
nonverbal cues, act on and off the stage)
• How they use their voice in terms of volume (loudness or softness), pitch (highness or
lowness), rate or speed, pauses to show emphasis and strengthen the clarity of the
• The items enumerated are the tools that can help you develop your speech.
• Practice in front of a mirror and observe your own delivery with these tools in mind.
• Alternatively, you can practice in front of your family, friends, classmates, or those who
have already done public speaking. You can ask for feedback or seek advice from them.
• Explore which tools work best for you and develop a habit of effective delivery to enhance
your public speaking skill.
• Keep practicing and engaging yourself in speaking situations.
• Remember, you already have the public speaking skill, but you will only improve if you
speak in public constantly.

More Tips for Effective Speech Delivery. Following are more techniques and tips to help
you deliver your speech well:
• Use a conversational style more often. This is the style that is more natural; it is the style
that you always use when you express yourself with your family and friends. Audience
members do not like the speaker to sound unnatural or exaggerated.
• Look your audience members in the eye so they will feel that they are part of your speech.
Eye contact should be maintained to keep the attention of your audience and enhance
your delivery.
• Remember to adjust your volume to the size of the audience and the venue. When
addressing a large audience, modulate your voice in such a way that you speak loudly
without sounding like shouting or yelling.
• Vary your rate or speed to keep your audience interested and to avoid a monotone
pattern. The audience might get bored if you speak very slowly and they might get
confused if you speak very fast. Hence, your rate should be at an appropriate speed.
• Master your voice and find your pitch level (high or low). If you have a high pitch level,
modulate or slightly move it down. If you have a low pitch level, modulate or slightly move
it up. Your performance will definitely be affected if you do not modulate.
• Use pauses when you emphasize the most important words, phrases, or sentences. Your
pauses should not last for three seconds. Otherwise, it will result in dead air or a moment
of awkward silence.
• Pronounce and enunciate words correctly. You will confuse the audience if you
mispronounce words, and it could distract them and affect your credibility.
• Avoid fillers or expressions that substitute actual words in your speech because these
words are distracting. Examples of fillers are “like,” “um,” “ah,” “uh,” and “er.” To reduce
the use of these fillers, detect the instances when you use them: Do you generally use

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fillers after each sentence, between different ideas, or whenever you make transitions?
Then, instead of using them the next time you deliver a speech, simply stop and pause.
• Start your speech by standing straight and balancing your weight. This will give a positive
first impression.
• Use precise movements. Avoid distracting mannerisms like swaying back and forth,
leaning on the podium, licking or biting your lips, playing with your wristwatch or jewelry,
scratching parts of your body, frowning, and others. Observe your mannerisms and learn
how to avoid them when speaking in public.
• Avoid having a poker face or a highly animated face. These facial expressions appear
distracting and may even be annoying. Instead, follow the most highly suggested tip:
smile. However, make sure that the meaning of your speech reflects in your facial
expressions; do not smile if you are talking about something sad.
• Dress properly and appropriately. Wearing the proper attire will make you look more
confident and professional. Make sure not to overdress, as this may distract your
audience.
• Observe ethics by coming prepared, being honest with your words, being polite, avoiding
offensive words and back-biting or talking negative things about other people, or copying
someone’s work without proper documentation.
• Breathe in and out to relax before your speech. Most importantly, have fun.

Activity
Read the following scenario. Make a video presentation of your reading and or speech.

1) You are the tourism ambassadors of the Philippines who are tasked to promote the best
features of the country and its overall positive image to local and foreign visitors. Your
task is to prepare and deliver a three-minute speech in a World Tourism Expo in London
to convince the participants to visit the Philippines.

2) You have 10 minutes to prepare the speech. Everyone should have a speaking
task. Make sure that your speech is clear and persuasive.

Feedback questions:
• What do you like most about the presentation?
• How do you think can the speech be improved?

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Watch any of the following videos of the World Champions of Public Speaking. All of the
featured speakers are winners of a public speaking competition organized by
Toastmasters International.
1) Dananjaya Hettiarchchi of Sri Lanka, 2014 Champion.
https://www.youtube.com/watch?v=bbz2boNSeL0
2) Presiyan Vasilev of USA, 2013 Champion.
https://www.youtube.com/watch?v=9k92IGhnLig:
3) Ryan Avery of USA, 2012 Champion. https://www.youtube.com/watch?v=ReE7-
X70iPU:
4) Jock Elliot of Australia, 2011 Champion.
https://www.youtube.com/watch?v=m0a_EcZyQts
5) Jim Key of USA, 2003 Champion. http://www.youtube.com/watch?v=kBdWyzjrjK0

Discuss the following questions.

1) What are your observations on the delivery of the speaker?
2) Give at least five observations.
3) Do you find the style of delivery appropriate to his/her audience?
4) Share your insights with the class using an online presentation.

Differentiate the four types of speech delivery in terms of definition and examples of
speaking situations. Use the table below for your answers.
Types Definition Examples
1 Extemporaneous
2 Impromptu
3 manuscript
4 Memorized

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

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Below are links to empowering speeches delivered by inspiring people at an event organized
by the nonprofit organization, TED (Technology, Entertainment, and Design. Watch any of the
videos. Alternatively, you may refer to this link http://www.ted.com/talks for other options. Then,
do the task that follows.
1) Why We Tell Stories by Patricia Evangelista
https://www.youtube.com/watch?v=GczfdbrQNzc
2) Our Return on Investment by Sabsy Ongkiko (spoken in Tagalog)
https://www.youtube.com/watch?v=FgOi4ZR57fA
3) Why I Must Come out by Geena Rocero.
https://www.youtube.com/watch?v=mCZCok_u37w
4) Balikbayan by Michi Ferreol. https://www.youtube.com/watch?v=6cgIslzZE5c
5) How Lupang Hinirang Ought to be Sung by Joey Ayala.
https://www.youtube.com/watch?v=41guxaNk9FY
6) Who Killed Philippine Cinema? by Pepe Diokno.
https://www.youtube.com/watch?v=plNNkf90jUU
7) The Future of Manila by Carlos Celdran . https://www.youtube.com/watch?v=DyGxQhnq-
TI
Evaluate the speaker and complete the following table with your assessment.
Title of Speech Viewed
Name of Speaker
Type of Speech Delivery Used
Type of Speech According to Purpose Used
What is the audience and venue size?
Did the speaker adjust to the audience size and venue size?
Did the speaker use the microphone?
How did the speaker approach the audience?
Did the speaker maintain eye contact?
Did the speaker use his/her rate well?
Did the speaker use his/her rate well?
Did the speaker use his/her pitch well?
Did the speaker use pauses well?
The speaker pronounce words correctly?
Did the speaker avoid fillers?
Did the speaker avoid distracting movements?
Did the speaker use appropriate facial expressions?
Did the speaker dress for the occasion?

Below is an abridged version of the inaugural speech of former president Ramon

Magsaysay delivered at the Independence Grandstand, Manila on December 30, 1953.
As a group, decide one part that each of you will deliver in class. Then, choose whether
you want to deliver your part in manuscript, as extemporaneous, or as memorized. You
have 30 minutes to prepare.

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Individual. You will be assigned to evaluate one of your classmates as he/she delivers
the speech. Use the performance rubric on page 91 for your evaluation. At the end

Abridged Version of the Inaugural Address of His Excellency Ramon Magsaysay, Former
President of the Republic of the Philippines

1 My Countrymen:
You have called upon me to assume the highest office within our gift. I accept the trust humbly and gratefully.
My sole determination is to be President for the people.
The office of President is the highest in the land. It can be the humblest also, if we regard it – as we must –
in the light of basic democratic principles. The first of these principles is the declaration of the Constitution that
“sovereignty resides in the people and all government authority emanates from them.” This simply means that
all of us in public office are but servants of the people.
As I see it, your mandate in the past election was not a license for the selfish enjoyment of power by any
man or group of men. On the contrary, it was an endorsement of the principle – at times forgotten – that the
general welfare is the only justification for the exercise of governmental power and authority.
Your mandate was a clear and urgent command to establish for our people a government based upon honesty
and morality; a government sensitive to your needs, dedicated to your best interests, and inspired by our highest
ideals of man’s liberty.
We have a glorious past. Now we must build a future worthy of that past.
It is significant that we begin on this day and on this ground hallowed by the supreme sacrifice of Jose Rizal.
All too often, however, we speak of Rizal – and of Del Pilar, Bonifacio, Mabini, and our host of heroes – as if
their work were done, as if today their spirit had ceased to have any meaning or value to our people. The truth
is that we need their spirit now more than ever. We need it to complete the work which they began.
We need men of integrity and faith like Rizal and Del Pilar; men of action like Bonifacio; men of inflexible
patriotism like Mabini. We need their zeal, their self-reliance, their capacity for work, their devotion to service,
their ability to lose themselves in the common cause of building a nation.
I will have such men. From this day, the members of my administration, beginning with myself, shall cease
to belong to our parties, to our families, even to ourselves. We shall belong only to the people.
2 In the administration of public affairs, all men entrusted with authority must adhere firmly to the ideals and
principles of the Constitution.
I will render – and demand – uncompromising loyalty to the basic tenet of our Constitution; that you, the
people, are sovereign. The rule of government must be of service to you.
Accordingly, I pledge my administration to your service. I pledge that we shall extend the protection of the
law to everyone, fairly and impartially – to the rich and the poor, the learned and the unlettered – recognizing
no party but the nation, no family but the great family of our race, no interest save the common welfare.
The Bill of Rights shall be for me, and the members of my administration, a bill of duties. We shall be guardians
of the freedom and dignity of the individual.
More than this, we shall strive to give meaning and substance to the liberties guaranteed by our Constitution –
by helping our citizens to attain the economic well-being so essential to the enjoyment of civil and political rights.
The separation of powers ordained by our Constitution – as an effective safeguard against tyranny – shall
be preserved zealously. Mutual respect for the rights and prerogative of each of the three great departments of
government must be observed. […]
Heretofore, social justice has raised fervent but frustrated hopes in the hearts of our less fortunate citizens.
We must not permit social justice to be an empty phrase in our Constitution. We must bring it to life for all.
In consonance with this purpose, my administration shall take positive, energetic measures to improve the
living conditions of our fellow citizens in the barrios and neglected rural areas and of laborers in our urban and
industrial centers. […]

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3 Democracy becomes meaningless if it fails to satisfy the primary needs of the common man, if it cannot
give him freedom from fear on which a strong republic can be built. His happiness and security are the only
foundations on which a strong republic can be built. His happiness and security shall be foremost among the
goals of my administration.
We must develop the national economy so that it may better satisfy the material needs of our people. The
benefits of any economic or industrial development program shall be channeled first to our common people, so
that their living standards shall be raised.
While I shall give priority to our domestic problems, my administration will not neglect our international
responsibilities. We cannot escape the fact that, today, the destinies of nations are closely linked. It is in this
spirit that we regard the goodwill and assistance extended to us through the various programs of international
economic cooperation with the more developed nations.
It is to our common interest that this Republic, a monument to mutual goodwill and common labor, should
prove to the world the vitality of the democracy by which we live.
We shall continue to cooperate with the United Nations in seeking collective security and a just world peace.
To our Asian brothers, we send our fraternal greetings. They are beset by problems of the same nature and
complexity as those that confront us. We invite them to share our experience in finding solutions to those
problems through democratic means. It is my hope that we can exchange experiences and information on
methods that each of us has found most effective in subduing illiteracy, poverty, disease, under-productivity,
and other common evils which have afflicted our countries of past generations.
4 The problems and opportunities ahead of us set the measure of the effort we must exert in the years to
come. We must have unity to solve our problems, cooperation to exploit our opportunities. I urge you to forego
partisan differences whenever the national interest clearly demands united action. We must not be distracted
from our work. We have no time for petty strife.
I have been warned that too much is expected of this administration, that our people expect the impossible.
For this young and vigorous nation of ours, nothing is really impossible!
Let us have faith in ourselves, the same faith that fired the heroic generation of revolution. They waged and
won their struggle with nothing but bolos in their hands and courage in their hearts. Without political training
and experience, they wrote a constitution comparable with the best and established the first republic in Asia.
Our own generation was told by doubters and enemies that we would never have independence from the United
States. We live today under a free and sovereign Republic. Our faith was fulfilled.
Today, we are told anew that it is impossible to do what must be done. But our people, sustained by God,
under whose protection we have placed our destiny and happiness, and strengthened by an abiding faith in His
goodness and mercy – our people, united and free – shall shape a future worthy of our noble heritage if we but
act; act together; act wisely; act with courage; and act unselfishly, in a spirit of patriotic dedication.

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Lesson 15
Types of Speech
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 example, we have speeches
of different country’s spokespersons in an international seminar on climate change.

Potential Problems with the Manuscript Method. Since this type of speech follows a word-
for-word method, you might be tempted to skip practicing the speech.

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.

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.

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.
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.

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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.

Activity
Work with the same group from Exercise I. Below is an extract from the manuscript of
the speech of former US President, Ronald Reagan, along with his edits.
Study the page and discuss your answer to this question: Why do you think President
Reagan edited the following parts of his manuscript before his speech?

Extract 1
Draft: Yet it is our nature as a free people to make manifest our goodwill. So we must strive to
reduce arms on both sides.
Edits: We seek peace and we must strive to reduce arms on both sides.
Extract 2
Draft: Beginning 10 years ago, the Soviets challenged the Western Alliance with a grave new
threat: the deployment of hundreds of nuclear missiles capable of striking every capital in
Europe.
Edits: Beginning 10 years ago, the Soviets challenged the Western Alliance with a grave new
threat: hundreds of new and more deadly nuclear missiles - the Triple Warhead SS-20, capable
of striking every capital of Europe.

Study this paragraph. But through it all, the Alliance held firm. And I invite those who protested
then—I invite those who protest today—to mark this fact: Because we remained firm, the
Soviets came back to the table. Because we remained strong, today we have within reach the
possibility, not merely of limiting the growth of arms, but of eliminating, for the first time, an
entire class of nuclear weapons from the face of the Earth.
a. Discuss your answers to this question. If you were to deliver the speech, how will
you make it more motivational and appealing to the audience?
b. Mark the extract to show in which parts of the extract you will pause, make your voice
louder or softer, use a facial expression or gesture, etc.
c. You may use the spaces and the margins to write some notes (e.g., voice becomes
louder, emphasize the word, voice becomes softer, make a hand gesture, etc.) when
marking the extract.

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Imagine that you are delivering an inaugural address as the President of the Philippines. Use
the inaugural address of His Excellency Diosdado Macapagal taken from the Official Gazette
of the Republic of the Philippines. Write the transcript and deliver your speech.

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.”
2 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 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.
3 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.

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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.
5 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 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.
6 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.
7 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.

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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 willful 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.

Form pairs. Then, look for television news program transcripts which are available
online. Some of the online transcript providers are shown below.
• ABC News: http://www.abc.net.au/news/programs/transcripts/
• BBC: http://www.bbc.co.uk/faqs/radio/radio_transcript
• CNN: http://transcripts.cnn.com/TRANSCRIPTS/

Deliver a three-minute manuscript speech using one transcript that you selected.
Perform like newscasters do. To give you ideas, watch your favorite local or international
news programs and observe how newscasters deliver their prompts.

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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)

Now read the following scenario. Imagine that you are a group of life coaches. Your goal is
to deliver a message based on the quote assigned to you that will inspire an audience your
age. Work together and prepare a short speech which will last for two to three minutes. Assign
a speaker who will deliver it. Remember to end your speech with the line assigned to you. You
have 20 minutes to prepare.

In 300 to 500 words, write a short persuasive speech about any of the topics in the box
below. Make sure you have an introduction, body, and conclusion. Be prepared to deliver
your speech in class. Before the speech presentations, find a partner who will evaluate
your speech, and vice-versa. Use the rubrics on page 106 as basis for your evaluation.
Submit two versions of your speech to your teacher: the clean copy and the marked
copy.

Use the following formats for the speeches you will submit.
• Clean copy: short bond paper, double-spaced, font size 12, font style Times New Roman
• Marked copy: short bond paper, triple-spaced, font size 12, font style Times New Roman,
with markings

You may pick any of the following topics. You are free to agree or disagree with the topic,
as long as you present your arguments persuasively.

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List of Topics for a Persuasive Speech
• Lying is always wrong.
• Truth is never debatable.
• Modern media is to blame for lowering moral standards, reading levels or escalating
violence.
• Online games can be good for you.
• Disabilities of any sort are an opportunity for personal growth.
• Internet chat rooms are evil.
• Facebook (or any other form of social media) is replacing the need for face to face
communication.
• Cyberbullying controls
• There is never an excuse or reason good enough to declare war.
• Money is not the root of all evil.
• Power does not necessarily corrupt.
• Healthcare is the responsibility of the individual, not the state.
• Homelessness is the result of choice.
• Winning at all costs is not right.
• Becoming a parent should be an earned privilege.
• Gay marriage is acceptable.
• Being ‘green’ is fashionable.
• Religion has no place in government.
• Choices of clothing reflect who you are.
• Global warming is real.
• Being a good person is learned.
• What is ‘right’ and ‘wrong’ changes from generation to generation.
• Having chores/a pet/ an after-school job teaches responsibility.
• Food engineering is the way of the future.
• ‘Normal’ depends on your environment.
• Culture is essential, just like fresh air and food.
• Equality is a myth.
• We are what we eat.
• What we think, we are.
• Plastic surgery should be only for those who really need it.
• Higher education is over-rated.
• Monitoring media of any sort should be banned.
• Women should stay in the home to look after their families properly.
• The idea of peace on earth is naive.
• Freedom of speech is a fallacy.
• Nationalism creates enemies.
• Cultural differences should be celebrated.
• Designer children—is this good for future generations?
• All education should be free.
• Conformity cripples creativity.

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• Cloning is justifiable.
• Poverty begins in the mind.
• Divorce damages children.
• Juvenile crime is a cry for help.
• Gangs are the result of family breakdown.
• Children raised by single parents are disadvantaged.
• Boys/girls need father figures to grow into mature adults.
• Being politically correct encourages masking our real feelings.
• Graffiti is art.

1. 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, fabulous? Actually, who are you not to be? You are a child
of God. Your 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, exchange roles with your partner and do the same routine.
4. Then, share your feedback and observations on your partner’s speech delivery.
5. You have ten minutes to do this activity.
• 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:
• Why did the speaker need a manuscript for her speech?
• Do you think it would have been better if she delivered the speech on the spot? Why or
why not?
• How did she sustain the audience’s attention all throughout her speech?
• Was her delivery successful? What makes you think so?

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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
• 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.
• Hone your knowledge in delivering a manuscript speech by checking the following
websites.
• Delivering a Manuscript Speech
• http://www.richspeaking.com/articles/manuscript_speech.html
• Public Speaking Games
• http://www.write-out-loud.com/public-speaking-games.html
• Public Speaking Catalogue
• http://catalogue.pearsoned.co.uk/assets/hip/gb/hip_gb_pearsonhigheredsamplechapter
/ 0205627870.pdf
• Delivering the Speech
• http://writingcommons.org/open-text/genres/public-speaking/delivering-the-speech

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Lesson 16
Organizing and Delivering a
Memorized Speech
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

• You might forget what you are supposed to say. Long pauses can create a very awkward
moment between you and your audience.
• You might memorize the speech mechanically. This can result in a very unnatural
delivery.
• You might focus on content. Consequently, groping for the right words might make you
look uptight and stiff.
• 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

• 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.
• 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.
• You can concentrate on visual aids and props. A memorized speech will help you focus
more on your props if you have any.
• 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.

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Tips in Memorizing a Speech
a. 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.
b. 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.
c. 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.
d. 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.
e. 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.
f. 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.
g. 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.

Activity
Individually, write on a one-fourth sheet of paper a quotation or adage that has inspired you
through the years. (Example: “It is when things seem worst that you must not quit.”) After writing
your inspiring line, fold the piece of paper. Your teacher will pass a box around; drop your folded
paper in the box. Once all the sheets of paper have been collected, your teacher will pass
around the box again. This time, pick a piece of paper. Make sure you do not get your own
paper. You are given five minutes to memorize the inspirational quote and plan for appropriate
facial expressions and gestures. One by one, you will deliver the line in front of the class,
without the copy and with the appropriate nonverbal cues.

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.

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Identify if the following are good or bad topics for a memorized speech. Write G for good
and B for bad before each topic.
1. The Origin of Alphabets
2. A New Beginning: A Retirement Speech
3. Welcoming the Freshmen
4. The First Woman Astronaut
5. A Birthday Wish
6. Chemical Warfare
7. A Toast for Forever: A Best Man’s Speech
8. Goodbye Grandpa: A Eulogy
9. The Story of Human Rights
10. The Reality Show Phenomenon

Below are links to the videos of different acceptance speeches delivered during various
awarding ceremonies. Imagine that you are a judge of a Best Acceptance Speech Award.
Choose the best acceptance speech among the three and discuss the reasons for your
decision. Give your 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

Speeches for special occasions are a perfect fit for a memorized speech because they
are short and simple. Now, choose any of the following occasions and write a five-
sentence speech that you will deliver in class.
• Introducing a person
• Giving a toast during a wedding
• Presenting an award
• Accepting an award
• Giving tribute to a person, place, or event

Before the speech delivery, find a partner who will evaluate your speech and whom you
will evaluate as well. Refer to the rubric on page 114 as a basis for your evaluation.
Remember the following tips.
• Keep the speech brief.
• Observe the speech writing process.
• Research on words, names, dates, and titles to be used in the speech, so that you choose
only the most accurate ones.
• Give a short introduction as some members of the audience may not know a lot about
the occasion.
• Memorize the speech so that you can focus on maintaining eye contact, facial
expressions, gestures, and voice expression.

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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
• Hone your skills in delivering a memorized speech by checking the exercises found in
the following websites. Memorized Speech Exercises
http://www.longleaf.net/ggrow/Skspre/Actor.html
• Oral Presentation Exercises
http://www.eflsensei.com/?category=29

Reflection Image: What were your thoughts or ideas about the fundamentals of
communication prior to the discussion of this lesson?
I thought…..

What new or additional ideas did you learn after taking up this lesson?
I learned that…..

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Lesson 17
Organizing and Delivering an
Impromptu Speech
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. 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
friend; 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.

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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 First, I feature them in my writings which I submit to editors for publication. I
Three 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.

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.

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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:
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 Smile.
Relax by thinking about positive things. Keep
telling yourself, “I am a brilliant speaker. I will
nail this presentation.”
Identify your purpose. Is it to inform, to
entertain, to welcome, to congratulate, to
apologize, or to give birthday greetings?
Think of one big word that can serve as your
main point. If you think you have enough,
think of the rule of three.
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 When you are called, keep composed. Walk
slowly to the lectern or the center stage.
Shake hands with the one who introduced
you, if necessary.
As you stand to deliver, establish eye
contact, and begin right away with your

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opening statements. Part of your opening is
greeting your audience.
From your initial idea to the next, use
appropriate transitional devices.
Observe appropriate and effective nonverbal
cues.
Observe time limit. Remember, you barely
have five minutes to say something.
After the Speech Say thank you.
Return to your place comfortably

Activity
Think of at least five impromptu speech situations and list the preparations you should make to
succeed.

Speech situation Preparations

Example: 1. I will ask around what the debutante
Giving a birthday message to a debutante aspires or wishes for.
2. I will use what I learned about the
debutante in developing my speech.
3. I will look for a memorable opening related
to the debutante then use it properly.
4. I will practice.

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 others. Fold the paper. Your
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.

Watch the 2015 promotional video of the Department of Tourism through the following link:
https://www.youtube.com/watch?v=uXxA5IlHK0Q.
Imagine that you are a tourism officer assigned to promote the Philippines among a group of
foreign nationals. Using one strategy learned from this lesson, deliver a two-minute speech
focusing on one Philippine destination.

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Your teacher will prepare a box of destinations. You will be prompted to pick a piece of paper
from the box two minutes before your speech. You have two minutes to prepare and two
minutes to speak.

Your teacher will prepare a list of essential skills a 21st century Filipino learner should have,
such as critical thinking, problem solving, effective communication and collaboration, and
innovation. These skills will be written on small pieces of paper, placed in a box, and then
shuffled by your teacher. Once your name is called, go to the front of the class, pick a word,
identify one person in class, and explain why he/she should win the Nobel prize for the skill you
picked. You have two minutes to prepare and two minutes to present. Your teacher will signal
once you have reached the time limit.

The following can be a major task for an impromptu activity. As a class, choose one
activity and decide on the order of presentation (voluntary, alphabetical order, or
teacher’s choice).
a) Traditional Style. 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.
b) 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.

If it’s your turn to speak, pick a paper. You have two minutes to prepare and two minutes
to speak. Your teacher will signal once you have reached the time limit.
• Photo Prompts. Your 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 your turn to speak, your teacher will show you a picture. You have two minutes
to prepare and two minutes to speak. Your teacher will signal once you have reached the
time limit.
• Box of Surprises. Your teacher will prepare a big box and will request each of you to put
in one object found inside your bag.
• Once it’s your turn to speak, pick one item from the box without looking. You have two
minutes to prepare and two minutes to speak. Your teacher will signal once you have
reached the time limit.

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You will be assigned to critique the impromptu speech presentations of two or three of
your classmates using the following sheet and rubric.

Speaker 1
Things that I like about his/her performance: Things that need to be improved:
1. 1.
2. 2.
3. 3.
Speaker 2
Things that I like about his/her performance: Things that need to be improved:
1. 1.
2. 2.
3. 3.
Speaker 3
Things that I like about his/her performance: Things that need to be improved:
1. 1.
2. 2.
3. 3.

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
of your partner. Once you are done, your partner should follow suit.

Hone your skills in delivering an impromptu speech by checking the websites below.
• Impromptu Speaking Exercises I
• http://www.write-out-loud.com/impromptu-speaking.html
• Impromptu Speaking Exercises II
• http://k6educators.about.com/od/languageart1/a/Impromptu-Speech-Topic-
Activities.htm

Think of one thing that makes you happy. Write it on a 1/4 sheet of paper. Fold the paper
and submit it to your teacher. Your teacher will collect all the folded pieces of paper and
place them in a box. Your 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.
Everyone in class will be given the opportunity to speak in front.

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Write T before each number if the statement is true and F if the statement is false.
1. After your speech, it is appropriate to say “Thank you” to the organizer for the speaking
opportunity.
2. If you find the topic uninteresting, you say, “I don’t think the topic is stimulating enough. I
don’t like to say something about it.”
3. Impromptu is definitely different from other forms of speeches.
4. Impromptu speaking challenges the speaker’s ability to organize ideas and deliver effectively
in a very short period.
5. One way to relax is to over-think.
6. Saying sorry because you did not prepare is appropriate in an impromptu speech.
7. In an impromptu speech, there is no need for nonverbal cues.
8. There are strategies that can help in verbalizing thoughts.
9. Warming up before the speech can ease your tensed nerves.
10. In impromptu speaking, your audiences don’t care about your transitions anymore.

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Lesson 18
Organizing and Delivering an
Extemporaneous Speech
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

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?

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Determine the purpose appropriate to your topic. 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:
• grab the attention of the audience with a striking one-liner.
• give a short background by explaining why they have to listen.
• state your thesis.
5. Check! Develop at least three main points and check each of them with these questions:
• Does each point have one single idea?
• Does each point reiterate the thesis statement?
• 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.

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

Subpoint 1
a. Evidence
b. Statistics

Subpoint 2
a. Evidence
b. Statistics

B. Main Point 2 Subpoint 1

a. Evidence
b. Statistics

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Subpoint 2
a. Evidence
b. Statistics

III. Conclusion
A. Closing attention-getter
B. Restatement of thesis or review of main points

Activity
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.

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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:
• a ten-month-old baby
• a sixty-five-year-old woman (the sole relative of the baby)
• a pregnant woman suspected to be a prostitute
• a twelve-year-old boy with a 140+ IQ
• an athlete who advocates for LGBT rights
• a doctor who may find a cure for lung cancer but is a drug addict
• the captain of the ship

Justify your decision. Choose one representative who will share your decision and the
justification with the rest of the class.

Think of a social issue that you can discuss in a five-minute extemporaneous speech.
After your teacher approves your topic, prepare an outline for your speech using the
format discussed in the Key Takeaways. Then, prepare to deliver your extemporaneous
speech in class.

Before the speech delivery, find a partner who will evaluate your speech and vice versa.
Use the rubrics on page 132 as a basis for your evaluation.

Topic:
I. Introduction
A.
B.
C.
II. Body
A.
1.
a.
b.
2.
a.
b.

B.
1.
a.
b.
2.
a.
b.
III. Conclusion

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Below is a link to the speech of Carl Aquino, Class 2010 Valedictorian of West Hall High
School in the USA. 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
• Hone your knowledge in delivering an extemporaneous speech by checking the websites
below.
• Extemporaneous Speaking Exercises
http://www.uiltexas.org/files/capitalconference/Trussell_Extemp_PlainSimple.pdf
• Fun with Extemporaneous Speaking
http://www.gunnison.colostate.edu/4h/4h_docs/PublicSpeakingActivities.pdf

Consider yourself as youth Ambassador to visit Malacañang Palace. Convince the

President to act on pressing social concern in the country. Talk about a social issue in
the Philippines that has to be addressed by the government as soon as possible.

Imagine that you have a Powerpoint presentation to go along with your speech, and that
the pictures or slides are projected on the blackboard or a blank wall in your classroom.
Discuss each picture or slide as if everyone could see it as well.

Each member should take part in the presentation. You have 10 minutes to prepare.
Here is a sample transcript of a presentation:
Good day! We are here to talk about the problem of human trafficking in the Philippines.
As you can see in our first slide (imaginary slide), the Philippines is among the Asian countries
which is involved in drug syndicates all over the world…
The second slide is a photo of Mary Jane Veloso after her arrest. You can see how painful it
has been for her…

On a ¼ sheet of paper, 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.

Your teacher will ask you to put these pieces of paper in a box.
Pick a piece of paper, read the problem and outline your ideas. Then, discuss in two-
three minutes how the problem can be possibly handled or solved. Make sure you do
not get the problem you wrote.

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Lesson 19
Organizing and Delivering an
Entertainment Speech
Aims of an Entertainment Speech. An entertainment speech aims to share goodwill, joy, and
pleasure to the audience. The purpose of an entertainment speech is not to educate, inform, or
inspire because the primary goal is to make the audience relax, enjoy, and even laugh. This
means that you, the speaker, are expected to be friendly and relaxed, but still courteous during
the speech delivery. Moreover, you should know your audience well in order to entertain them
effectively.

How to Make your Speech Entertaining

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

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.
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.

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

Activity
Share your answers with the class.
• As a class, watch Marianna Pascal’s Speech: https://www.youtube.com/watch?v=9u2
• BtGHa_0Y
• Work with a partner and answer the following questions. You have three minutes to
discuss the answers with your partner. Does the speech catch the attention of the
audience?
• Does the speech amuse or entertain the audience while the message is delivered? If
yes, why do you say so? What are the factors that make the speech amusing or
entertaining?
• What parts comprise the speech?
• What is the message of the speech?
• What are the interesting points or ideas that support the message of the speech?

Watch one of the three videos below.

• How to “Pick Up”: www.youtube.com/watch?v=b-Wz4dsWB94
• Why You Should Date a Computer Science Student:
https://www.youtube.com/watch?v=Eve uoSJw7v4
• How to be a Gangster: https://www.youtube.com/watch?v=rdIEcSvalZk

With your partner, outline the speech presented in the video using the table below.
Speech number:
1. Introduction
1.1
1.2
1.3
2. Body
1.1
1.2
1.3
3. Conclusion
1.1
1.2
1.3

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Come up with a story.
1) First, set the topic. To facilitate this, ask who, what, when, where, why, and how questions. Start the
story. Use descriptive words and keep the action clear. Your story can be funny, dramatic, or scary.
2) 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.
3) Decide how to end the story.
4) Use a video presentation of your story.

Below are the links to the entertaining performances of GB Labrador, Eri Neeman, Victor Anastacio, and
Alex Calleja. Identify three qualities that these speakers have in common and three techniques that they
all employed in their speeches. Write your speech and insights. Use a video presentation.
1) GB Labrador. https://www.youtube.com/watch?v=krx5oFdmnRE
2) Eri Neeman. https://www.youtube.com/watch?v=_DBJRQ-yYfA
3) Victor Anastacio. https://www.youtube.com/watch?v=rp_NIoK_i0M
4) Alex Calleja. https://www.youtube.com/watch?v=-Pdaxz5yWQo

Below is a link to the video of Ellen DeGeneres’ commencement speech at Tulane University. Watch the
video and find out how Ellen DeGeneres’ speech is similar with or different from Steve Job’s
commencement speech at Stanford University.
1) Using a minimum of 500 words, write an essay about your comparison. Use the following format:
computerized, double-spaced, font size 12, Times New Roman.
2) Ellen DeGeneres’ Commencement Speech at Tulane University (2009)
a. http://www.youtube.com/watch?v=0e8ToRVOtRo
3) Steve Job’s Commencement Speech at Stanford University (2009)
a. http://www.youtube.com/watch?v=UF8uR6Z6KLcc

Hone your knowledge in delivering an entertainment speech by checking the following websites.
1) Understanding Entertainment Speeches .
http://catalog.flatworldknowledge.com/bookhub/reader/3795?e=wrench_1.0-ch18_s01
2) How to Prepare a Humorous Speech. http://www.write-out-loud.com/great-funny-speeches.html
3) Using Humor Effectively. http://www.write-out-loud.com/how-to-use-humor-effectively.html

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Lesson 20
Organizing and Delivering an
Informative Speech
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
Speech about objects or This focuses on tangible
people items like gadgets,
products, structures, or
people. Visual aids may be
necessary.
Speech about processes
This focuses on a process
or sequence of events.
Visual aids are necessary.
Specific Examples Purpose
Yourself • To inform the audience
about your
Sherlock Holmes background, interests,
and ambitions
• To inform the audience
about this fictional
character’s profile,
including his traits and
abilities
New Iphone Model • To inform the audience
Manila Cathedral about the features and
capabilities of this new
model
• To inform the audience
about the historical and
architectural features
of the Manila Cathedral
First Aid • To inform the audience
Short Story Writing about how first aid for
Photography an ankle sprain is
Web Designs administered
• To inform the audience
about how a
publishable short story
is written
• To inform the audience
how to take good
pictures
• To inform the audience
about how basic web
designs are created
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• To inform the audience
Speech about events This focuses on an event Martial Law about the impacts of
that happened, is Zombie Invasion Martial Law on
happening, or might Accident economy and politics
happen in the future. Cosplay show • To inform the audience
about the possibility of
a zombie invasion
• To inform the audience
about the details
surrounding a car
accident
• To inform the audience
about cosplay shows
and the preparations
made by cosplayers
and organizers
• To inform the audience
Speech about concepts This focuses on beliefs, Big Bang Theory about the development
knowledge, theories, Bermuda Triangle of the Big Bang Theory
principles or ideas. Public-Private Partnership • To inform the audience
(PPP) about the mystery of
Feminism the Bermuda Triangle
• To inform the audience
about the advantages
and disadvantages of
PPP
• To inform the audience
about a feminist’s
perspective on the
patriarchal state of the
country

Organizational Patterns. An informative speech can follow different patterns of organization

to arrange and frame the details effectively.

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.
Below is an example of an outline following a chronological pattern.

1. Introduction
1.1 Attention getter
1.2 Thesis Statement/Main Point
2. Body
2.1 Step A, Year A, First
2.2 Step B, Year B, Second
2.3 Step C, Year C, Third
2.4 Step D, Year D, Fourth or Finally
3. Conclusion
3.1 Summary of the Points
3.2 Memorable Statement

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Sample Speech Outline:
Chronological Informative Speech Outline
Topic: The 9/11 Attacks
Type: Speech about events
Specific Purpose: To inform my audience about one of the greatest tragedies in the 21st
century.
Thesis Statement: The 9/11 attacks were unforeseen and have changed the world
forever.

1. Introduction
1.1 Attention-getter: One of the most recent tragedies that the world has seen happened
on what was supposed to be a typical September day in 2001.
1.2 Thesis statement: The 9/11 attacks were unforeseen and have changed the world
forever.
2. Body
2.1 The attacks were planned by the terrorist organization as an act of retaliation to the
United States of America.
2.1.1 Nineteen militants associated with the Islamist extremist group known as Al-
Qaeda were involved in the attacks.
2.1.2 The 9/11 attacks were reported to be financed by Osama bin Laden’s Al-
Qaeda terrorist organization as an act of revenge for the involvement of America
in various issues in Israel and the Middle East.
2.2 The attacks happened on September 9, 2001 in various parts of the US.
2.2.1 The north tower of the World Trade Center in New York City was hit first.
2.2.2 Afterwards, the Pentagon in Washington DC was attacked.
2.2.3 And then, another plane hit the south tower of the World Trade Center.
2.2.4 Lastly, another plane crashed in a rural field in western Pennsylvania.
2.3 These vicious attacks had profound effects.
2.3.1 Over 3,000 people were killed in the attacks in New York and Washington.
2.3.2 This event also plays a huge factor in distorting people’s perception of Middle
Eastern people even during current times.
3. Conclusion
3.1 Review of main points: The 9/11 attacks were a planned assault by militants against
the US to exact vengeance against their interference in international issues.
3.2 Memorable statement: This attack has changed the world in profound ways that we
still experience and has opened many wounds of conflict. Someday the wounds will heal,
but until then, we keep moving forward.

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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.
Below is an example of a speech outline following a spatial pattern.

Topic: Speech about a place

Specific Purpose: To inform tourists about the beauty and mysticism of the Mayon
Volcano, while at the same time recognizing the threat that it is very active and can erupt
anytime.
Thesis: Mayon Vocano’s beauty and mysticism belies the fact that it is very active and
lies along the Pacific Ring of Fire.

1. Introduction
1.1 Majestic Mayon Volcano rises 2,462 meters above the Gulf of Albay in Bicol Region
with an almost perfect cone. Legend has it that the volcano was formed from the grave
of ill-fated lovers.
1.2 Mayon Vocano’s beauty and mysticism belies the fact that it is very active and lies
along the Pacific Ring of Fire.
2. Body
2.1 Mayon Volcano is the highest point in Albay province in Bicol and can be viewed from
eight municipalities and cities in the region. It is a perfect stratovolcano that is part of the
Pacific Ring of Fire.
2.2 It is very active, having recorded a total of 49 eruptions in the last 400 years. The
most violent eruption, which happened in 1814, buried the town of Cagsawa.
2.3 Despite the dangers posed by Mayon, people still prefer to live in the surrounding
areas.
2.4 Farmers benefit from the bountiful harvest of crops because of the fertile soil.
3. Conclusion
3.1 Mayon Volcano is a beautiful volcano which has a past of dangerous eruptions.
3.2 It is indeed a wondrous combination of beauty and danger.

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.
Below is an example of an outline following a topical/categorical pattern.

1. Introduction
1.1 Attention getter
1.2 Thesis Statement/Main Point
2. Body
2.1 Feature A, Description A, First Category
2.2 Feature B, Description B, Second Category
2.3 Feature C, Description C, Third Category
2.4 Feature D, Description D, Fourth or Final Category
3. Conclusion
3.1 Summary of the Points
3.2 Memorable Statement

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Sample Speech Outline: Informative Outline
Topic: Theories of Development
Type: Speech about a concept
Specific Purpose: To inform my audience about the different development models
Thesis: Development can be defined depending on a theoretical approach.

1. Introduction
1.1 Disagreement of scholars on the development concept
1.2 Theoretical approaches to development
2. Body
2.1 Modernization and Green Revolution
2.2 Integrated Rural Development
2.3 Participatory Development
2.4 Sustainable Development
2.5 Millennium Development
3. Conclusion
3.1 Development as a complex concept
3.2 Development as a discourse

Single Cause-Multiple Effects

1. Introduction
1.1 Attention getter
1.2 Thesis Statement/Main Point highlighting the cause of an event or phenomenon
2. Body
2.1 Effect A
2.2 Effect B
2.3 Effect C
2.4 Effect D
3. Conclusion
3.1 Summary of the Points
3.2 Memorable Statement

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Single Effect-Multiple Causes
1. Introduction
1.1 Attention getter
1.2 Thesis Statement/Main Point highlighting the effect of an event or phenomenon
2. Body
2.1 Cause A
2.2 Cause B
2.3 Cause C
2.4 Cause D
3. Conclusion
3.1 Summary of the Points
3.2 Memorable Statement

Multiple Causes-Multiple Effects

1. Introduction
1.1 Attention getter
1.2 Thesis Statement/Main Point stating the multiple causes and effects of an event or
phenomenon
2. Body
2.1 Cause A
2.2 Cause B
2.3 Cause C
2.4 Effect A
2.5 Effect B
2.6 Effect C
3. Conclusion
3.1 Summary of the Points
3.2 Memorable Statement

Domino Effects

1. Introduction
1.1 Attention getter
1.2 Thesis Statement/Main Point stating the domino effects of an event or phenomenon
2. Body
2.1 Cause A
2.2 Effect A
2.3 Cause B
2.4 Effect B
2.5 Cause C
2.6 Effect C

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3. Conclusion
3.1 Summary of the Points
3.2 Memorable Statement

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.

Block

1. Introduction
1.1 Attention getter
1.2 Thesis Statement/Main Point highlighting the concepts compared
2. Body
2.1 Object/Event/Concept A
2.1.1 Comparison Point A
2.1.2 Comparison Point B
2.1.3 Comparison Point C
2.2 Object/Event/Concept B
2.2.1 Comparison Point A
2.2.2 Comparison Point B
2.2.3 Comparison Point C
3. Conclusion
3.1 Summary of the Points
3.2 Memorable Statement

Point-by-point

1. Introduction
1.1 Attention getter
1.2 Thesis Statement/Main Point highlighting the concepts compared
2. Body
2.1 Comparison Point A
2.1.1 Object/Event/Concept A
2.1.2 Object/Event/Concept B
2.2 Comparison Point B
2.1.1 Object/Event/Concept A
2.1.2 Object/Event/Concept B
2.3 Comparison Point C
2.1.1 Object/Event/Concept A
2.1.2 Object/Event/Concept B

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3. Conclusion
3.1 Summary of the Points
3.2 Memorable Statement

Activity
1) Prepare three pieces of ¼-sized paper. On each sheet, write a topic you are deeply interested in and knowledgeable
about. It could be a hobby, a band, or a movie.
2) When you are called by your teacher, ask your seatmate to pick one from the three pieces of paper you have.
3) Once a topic is chosen, you will be given one minute to introduce it to the class. Make sure to incorporate facts and
supporting information when talking about the topic.

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
After watching the video, find a partner. Read the following questions based on the video you just watched, and
then choose the letter that corresponds to your answer.
What type of informative speech did Sam Berns deliver? a. Speech about events
b. Speech about issues
c. Speech about objects
d. Speech about people
e. Speech about steps or processes

Provide evidence to support your choice. 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.

Work in pairs. Choose two out of the ten topics given below. Then, identify the suitable type of informative speech,
as well as an appropriate pattern of organization for the speech. Write the purpose and thesis statement as well.

Topic: Helping the Community

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

Topic: Promoting Change

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

Topic: Empowering Women and Youth

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

Topic: Being a Filipino Citizen

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

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Topic: Managing Disasters
Type of Informative Speech:
Pattern of Organization:
Purpose:
Thesis Statement:

Topic: Supporting Local Tourism

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

Topic: Understanding the Roles of Non-Government Organizations (NGOs)

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

Topic: Comparing a Private School and a Public School

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

Topic: Parliamentary versus Democratic Forms of Government

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

Topic: Promoting Human Rights

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

Choose a topic that interests you. Then, 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 you.
1) How to design clothes
2) What to do on a first date
3) How to tone muscles
4) How to dribble a ball effectively

Think about one new concept or idea you learned from your other class or from your readings. Using it as your
topic, prepare a two- to three-minute informative speech in which the specific aim is to give your audience
interesting information related to that concept or idea.

From the topics in Exercise II, choose one that you want to develop and deliver as your five- to seven-minute
informative speech.

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Alternatively, you can choose another topic that you are interested to talk about. Make sure to confer with your
teacher to receive his/her feedback and approval.
This is a major activity, so make sure to set a preparation time which your teacher will approve. In your preparation,
consider the following.
• Preliminary outline ● Final outline
• Initial draft of the speech ● Final draft of the speech
• Visual aids of the speech ● Feedback from your classmates and teacher
• Well-rehearsed presentation

Watch an informative speech in YouTube delivered by any prominent personality. Using a minimum of 200 words,
point out the topic, purpose, thesis statement, specific type, and organizational pattern employed in the informative
speech. Make sure to add your observations of the speaker as well as his/her manner of delivery. Submit your
report to your teacher for feedback. Use the following format: computerized, double-spaced, font size 12, Times
New Roman.

Hone your knowledge in delivering an informative speech by checking the following websites.
Public Speaking Exercises
• http://www.write-out-loud.com/public-speaking-activities.html
• Informative Speaking Guide
• http://writing.colostate.edu/guides/pdfs/guide52.pdf

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Lesson 21
Organizing and Delivering a
Persuasive Speech
Definition of Persuasive Speech. Persuasive speaking is the form of communication that
people of diverse backgrounds mostly engage in. This kind of speech can center on any
arguably interesting topic under the sun. When you deliver your persuasive speech, your
primary goal is to influence the thoughts, feelings, actions, and behaviors or attitudes of your
listeners (Gamble & Gamble, 2012). Likewise, you also aim to change their perception and
convince them that your argument is more important, practical, attainable, or feasible. In
essence, you—as a persuasive speaker—advocate for whatever your message is.

Qualities of an Effective Persuasive Speech

Qualities Guide Questions

1. Well-defined goal What is your specific goal in mind?
Do you expect your audience to think differently, act
differently, or both, after they listen to your speech?
2. Clear main point Is the main point of your speech clear to you?
Is it specific and focused?
3. Sufficient supporting ideas Do you have factual statements, reliable sources, or solid
evidence to support your main point?
Do you have enough number of supporting statements?
4. Logical reasoning (concrete reasons why your listeners How will you state your arguments?
should support your ideas) Will you use any of the following? deductive (general
evidence to specific)
inductive (specific evidence to general)
causal (cause/s and effect/s, or vice versa)
analogy (compared to things or situations)
5. Effective and powerful ways to gain the attention of Do you use any of the following effective techniques to
your audience grab the attention of your listeners and engage them in
your speech?
powerful and relevant question
striking statistics
shocking incident
memorable anecdotes
humorous observations or experiences
6. Compelling ideas to make your target audience feel Do you appeal to your listeners’ minds?
and think Do you appeal to your listeners’ hearts?
7. Salient motives to target the salient needs of your Do you motivate your audience by incorporating ideas
audience and thoughts important to their growth and development
as individuals?

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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 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.

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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.

(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.
Facts and Figures 2.0 Body
2.1 When RA 7659 or the Death Penalty Law was still active, six
Opinion innocent people out of 10 convicts were executed.
Rhetorical Question 2.1.1 Reviving this is unjustifiable.
Emotive language 2.1.2 How many more innocent men and women will suffer?
2.1.3 We are a nation that values life and thinks that everyone
Superlatives deserves chances to change and live for their families.
Tripling 2.1.4 Revive the law only when the lives of those wrongly
sentenced are revived.
2.1.5 Think. Analyze. Act.

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2. Problem-Solution. Here’s how:
(1) Identify the problem.
(2) Provide a solution, which will show the practicality of your proposal.
For example:
Purpose: Persuade listeners that the LGBT community should be protected from
discrimination.

B. Main Point: LGBT members deserve to be protected by the state against exclusivity in any
workplace or office.

C. Supporting Idea: There have been horrible reports and cases of discrimination at work in
terms of promotion and benefits. Hence, there is a need to create and implement a policy
related to this.

Problem 1.0 Introduction

Solution 1.1 Current status of LGBT in the workplace
Support 1 1.2 Discrimination of LGBT in the workplace
Support 2 2.0 Body
2.1 Policy that clearly defines the rights of LGBT
2.1.1 for protection
2.1.2 for recognition

3. Problem-Cause-Solution. Below are the rules in applying this pattern.

(1) Identify the problem.
(2) Analyze the root causes of the problem.
(3) Provide a solution to the problem.

For example:
A. Purpose: Persuade listeners why the state or government needs to converge with the
private sector in maintaining and protecting national heritage sites.
B. Main Point: Preserving our national heritage sites such as century-old churches, theaters,
and other artifacts is the least priority of the government, so they should tie-up with private
establishments to maintain these historical places.
Supporting One can observe that these sites are losing their historical and cultural value.
Idea 1.0 Introduction
Problem 1.1 List of historical sites in the Philippines
Root cause 1.2 Not priority of the government
Support 1 2.0 Body
Solution 2.1 Budget allocation
Support 2.1.1 Percentage allocated to preservation of sites
2.2 Promote public-private partnership
2.2.1 Reports showing successful partnerships

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

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

Problem 1.0 Introduction

Solution 1 1.1 Vision of Philippine politics
Support 1 1.2 Dirty politics
Support 2 2.0 Body
Solution 2 2.1 Pass the genuine Freedom of
Support 1 Information (FO1) Bill into law
Support 2 2.1.1 achieve transparency
Comparison 2.1.2 achieve good governance
Support 1 2.2 Abolish Priority Development Assistance
Support 2 Fund (PDAF) or Pork Barrel
2.2.1 Minimize illegal transaction
2.2.2 Minimize corruption
2.3 Can be good solutions
2.3.1 Practical
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.

• Grab the attention of the audience by identifying the challenge you plan to confront, or
the problem you plan to address.
• Establish the need or urgency to address the identified challenge or problem.
• Present possible solutions to your audience to satisfy the need.
• Help your audience visualize. Use vivid words to convince your audience about the
benefits they can gain from the solutions you presented.
• Engage the audience to participate in promoting change through a call for action.

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For example:
A. Purpose: Persuade the audience to abstain from consuming alcohol.
B. Main Point: Abstaining from alcohol will help students live a healthy and safe life for
themselves and those around them while avoiding any criminal actions.

Attention- Campaign Against Underage Drinking

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.
Need 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.
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.
b. People in an inebriated state have higher chances of being victims of
Satisfaction sexual assault.
c. Alcohol abuse among the young could lead to sexual behavior, which in
turn leads to teenage pregnancy or sexually-transmitted diseases.
3. We have to educate the youth about the dangers of drinking alcohol.
Visualization 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.
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
Call to action d. Teenage pregnancies
e. Alcoholism
5. I earnestly challenge you to abstain from alcohol and to take action and
campaign against underage drinking. Are you with me?

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Methods of Persuasion
• Consider what Lucas (2011) writes about how the audience can be persuaded by a
speaker. The audience can be persuaded by the following reasons.
• They perceive that the speaker has credibility.
• They are convinced by the evidence presented by the speaker.
• They are convinced by the speaker’s reasoning.
• Their emotions are touched by the speaker’s ideas or use of language.

The above ideas highlight some of the methods you can use in your persuasive speech.
These methods are commonly used and proven to be effective by any prominent and excellent
speaker across the globe. The following are some tips on how to enhance your credibility, how
to use evidence, how to use reasoning, and how to observe ethics and emotional appeal in a
persuasive speech.

1. How to enhance your credibility

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

b. Connect your experiences, beliefs, values or attitudes with your audience’s. You can
do this by telling your audience that you have the same experiences, beliefs, values or attitudes.
For example: In the beginning of your speech, you can emphasize to your audience that
regardless of background, status, age, gender, beliefs, and values, among others, you all have
one thing in common and then add that which you have in common. By saying this, your
audience will feel respected and comfortable because you can identify with their experiences,
beliefs, or values.

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

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2. How to use evidence

a. Specify evidence. You can do this by citing statistics, research studies, and other valid and
credible information.
For example: When stating a fact, do not simply say a general detail. Instead of saying, “There
is a law that protects women and their children against violence,” state the exact details, as in,
“RA 9262 is an act that protects women and their children against violence.” By specifying your
evidence, you give the impression that you know what you are saying.

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

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

3. How to use reasoning

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

Example: My mother is a good teacher because she teaches me well.

How to avoid: Do not repeat the argument; instead, prove it.
False Analogy: This happens when two things, which might be alike in some respects, are
compared and assumed to be similar in other ways.

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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.
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.

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Activity
Each of the links below contains an exercise on logical fallacies. Choose one and follow the
instructions. Exercise on fallacies
• https://web.cn.edu/kwheeler/Logic_Fallacies_Exercise.html
Identifying Logical Fallacies
• http://users.stlcc.edu/rpopper/logic/Practice.html
Recognizing Logical Fallacies
• http://writing.engr.psu.edu/exercises/fallacies.html

Group Activity. Work in groups of five. 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).

Using the video or article as a jump-off point, deliver a two-minute speech using any of
the persuasive speaking types, organizational patterns, and method of persuasion. In
your speech, focus on why and how the issue should be stopped or minimized.

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

Group Activity. Work in groups of five. Think creatively and come up with your own
innovation in any field, such as technology, architecture, or fashion. Convince your
classmates that it is superior to the existing ones.

For example, your creation is a new mobile phone that is far better than the current
brands in terms of features, capacity, applications, and design. In your speech, you can
present these features that make your own technology look and sound better than the
others. Apply the persuasive speaking techniques that you have learned from this
lesson.

Group/Pair Activity. Research and bring a sample persuasive speech in class. Then,
determine the type and patterns of speech observed. On the margins, write comments
on specific areas which you think adhere or not to the principles of persuasive speech
you have learned from the activities and discussions.

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

Waste Disposal Allocation of Funds Citizen Participation

Management
Gender Discrimination Human Security Animal Abuse
Parenting Styles Child Labor Traffic
Public Transportation Informal Settlements Unemployment
System

Then, prepare a five- to seven-minute speech using an appropriate persuasive speaking

type and organizational pattern. Remember to have the following:
a. well-defined goals
b. sufficient supporting ideas on how your listeners think and feel about the change you
want to happen
c. logical reasoning (concrete reasons why your listeners should support your ideas)
d. effective and powerful ways to gain the attention of your audience
e. compelling ideas to make your target audience feel and think
f. salient motives to target the salient needs of your audience
g. appropriate methods of persuasion
In your preparation, consider the following:
a. Preliminary outline
b. Final outline
c. Initial draft of the speech
d. Final draft of the speech
e. Visual aids for the speech
f. Feedback from your classmates and teacher
g. Well-rehearsed presentation

The class will be divided into five groups. 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.
• With your group mates, think of a famous personality from any field or discipline who you
think contributed much to the world. Then, think of various reasons why your chosen
personality has to receive the parachute.
• Choose a representative who will assume the persona of your chosen personality. All
representatives will stand in front of the class.
• They then have to present their arguments. Based on the arguments, the teacher will
choose who will get the parachute.

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Write True /False that corresponds to your response.
1) There is one best type of persuasive speaking.
2) Persuasive speaking is observed in any situation.
3) Your ultimate goal as a persuasive speaker is to convince your audience to believe in
you.
4) Persuasive speakers have a clear goal.
5) Errors in reasoning should be avoided in persuasive speeches.
6) There are various organizational patterns that can be observed in persuasive speaking.
7) Monroe’s Motivated Sequence is an improved pattern of problem-solution.
8) As organizational patterns, problem-solution and problem-cause-solution are the same.
9) Supporting statements are not really necessary in persuasive speaking.
10) We deliver a question of policy speech to call for action.

From your group, identify one excellent persuasive speech manuscript on an emerging
challenge, problem, or threat in a particular locality. Then, share this with a person in
authority (local officials, police officers, professional workers, etc.) who is in a field
related to the topic of your chosen speech. Your objective is to get his/her comments/
insights on how well you can address an issue. Write his/her comments on a paper and
assign a representative to present these in class.

Hone your knowledge in delivering a persuasive speech by checking the following

websites.
• Persuasive Speech Exercises: http://teaches12345.hubpages.com/hub/Persuasion-
Speech-Techniques-In-The-College-Classroom
• Persuasive Speech Writing Exercises: http://education.yourdictionary.com/style-and-
usage/writing-the-one-minute-persuasive-speech.html

Oral Communication
 ORAL COMMUNICATION
1st Semester Preliminary Examination
Oral Communication
Identification: Directions: Read the following sentences carefully and write the correct answer on the blanks provided before
each number.
__________ 1. This is also called as voice apparatus.
__________ 2. It is one of the speech organs where lungs and bronchial tubes take place.
__________ 3. It is one of the speech organs that is responsible for the vibration of the vocal folds.
__________ 4. It is one of the speech organs that is responsible for giving utterance or expression.
__________ 5. It is a box-like structure which serves as a vibration source.
__________ 6. It is one of the voice productions that is responsible for drawing air into and expel it from the
lungs.
__________ 7. In relation to number 6, it is the main organ used for the said production of voice.
__________ 8. It provides the necessary air we need to produce sounds.
__________ 9. The air expelled from the lungs move up to the trachea to the larynx and it is commonly called _____.
__________ 10. The sounds such as /f/ and /s/ are examples of what kind of sound.
__________ 11. The sounds such as /z/ and /s/ are examples of what kind of sound.
__________ 12. This is considered as the most basic type of listening.
__________ 13. This is also called as “listening to understand”. Its primary purpose in this type of listening is to
understand the message or to gain information.
__________ 14. This type of listening is used for enjoyment.
__________ 15. This type of listening makes us evaluate carefully what we hear before believing it.
__________ 16. This is the type of communication to ourselves.
__________ 17. This is the most common type of communication when we want to convey messages to another
person.
__________ 18. This is the type of interpersonal communication when two people communicate directly with each
other.
__________ 19. This type of interpersonal communication connects three or more persons.
__________ 20. This speech act force is also called as “what we said” force of our speech since the word location
refers to “saying something,” this term consists of the words in the message.
__________ 21. This speech act force is also called as “what we do when we say it” where explanation, justification,
censuring or rebuking takes place.
__________ 22. This speech act force is also called as “what is the expected response” where the expected result
occurs.
__________ 23. This is the type of meaning where its signals are distinctive sounds that are combined together to
form a meaningful item.
__________ 24. This type of meaning lies not in the sound itself.
__________ 25. These are the words that have the same sound but have different spellings and meanings.
__________ 26. These are the words that have the same spelling but are pronounced differently because they have
certain sounds and are assigned different meanings.
__________ 27. These are the distinctive collocation of phonemes or meaningful units in the words.
__________ 28. This type of meaning refers to your knowledge of grammatical rules.
__________ 29. This considers not just the words but also the context of the situation and relationship of the
communicators to arrive at the meaning of the utterances.
__________ 30. This is one of the categories of non-verbal communication that consists of words and numbers which
are transmitted as message through the use of gesture.
__________ 31. This represents material objects like clothes, shoes, tools or art objects.
__________ 32. This refers to all movement which are not frequently used as signals on cues.
__________ 33. It is the type of communication that uses space when communicating in relation with other people.
__________ 34. It is the type of communication that is associated with graphic location, where people in relation to
one another influences the communication situation.
__________ 35. This refers to the use of body language including hand signals which connote meanings.
__________ 36. This refers to the use of eye movements, whether it is for winking, rolling, etc.
__________ 37. It refers to how something is said and not what is said.
__________ 38. It is a technique used to send messages and meanings either consciously or unconsciously.
__________ 39. These are the objects or things in contact with the communication that may serve as non-verbal
stimuli.
__________ 40. These are the changes in eyes, mouth, etc. which can send communication messages.

Oral Communication
 ORAL COMMUNICATION
Matching: Directions: Match Column A to Column B and Column B to Column C. Write your answer on the
box provided.

Column A Column B Column C

a. pragmatic meaning a. refers to the use of time. 1. considers the interlocutors’
relationship
b. morphemes b. Duterte’s approved the 2. distinctive collocation of
death penalty in his SONA. phonemes
c. syntactic meaning c. refers to the eye 3. involves the use of correct
movements. word order
d. phonemes d. Five students brainstorm 4. correspond to a set of
their reports. similar speech sounds.
e. semantic meaning e. refers to the use of body 5. homonyms and heteronyms
language including hand takes place.
signals.
f. homonyms f. Couple dating in 6. same sound but different in
Starbucks. meanings and spellings.
g. phenomenological meaning g. use of space 7. distinctive sounds that are
put together.
h. heteronyms h. produce - produce; minute 8. same spelling; different in
- minute pronunciation and meaning.
i. proxemics i. bag - jag; lean - been 9. intimate; personal; public
j. dyadic communication j. reed - read; write - right 10. communication between
two people.
k. kinesics k. distinctive signals lies not 11. facial expression; hand
in the sound. movement; posture; gesture
l. small group communication l. perceived to be a single 12. three or more persons are
distinctive sound in the involved.
language
m. oculesics m. knowledge of 13. wink; raised eyebrow; lack
grammatical rules of eye contact; mad
n. public communication n. meaningful units 14. large group of people
o. chronemics o. considers not just the 15. punctuality
words but also the context.
Language Expression:
Directions: In 5-10 sentences, answer the following question below in a scholarly manner. (20pts.)

The listening misconceptions discussed affect people’s life. Identify an important situation when you have fallen
for any misconceptions. Describe the consequences of believing these erroneous assumptions.
• Thinking that, because you were hearing a message, you were listening to it.
• Believing that listening effectively is natural and effortless.
• Assuming that other listeners were understanding a message in the same way as you.

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 ORAL COMMUNICATION
1st Semester FINALS
Oral Communication
Word Box: Directions: Read the following sentences and write the correct answer on the blanks provided
before each number. Use the word box for your answers.

Blind Area Assigned Groups Interview Small Group Communication

Open Area Relationship Oriented Dialogue Dyadic Communication
Physiological Determinants Explanatory Unknown Area Meetings
Psychological Determinants Task Oriented Conversation Panel Discussions
Selective perception Memorized Speech to Entertain Acceptance
Informational Extemporaneous Courtesy Speeches Farewell
Hidden Area Public Communication Introductory Eulogy
Emergent Speech to Inform Welcoming Anniversary
Impromptu Speech to Inspire Response to the Welcoming Dedication
Manuscript Speech to Persuade Presentation Inauguration
Nomination Commencement Interpersonal Intrapersonal
Communication

1. A situation where the members of this group’ main purpose meets our needs for inclusion and
affections
2. A speech to be entertaining does not have to be funny.
3. Basis of selective perception differ in terms of our interests, wants, motives, etc.
4. Basis of selective perception where difference affects the way we perceive things.
5. It is a level or type of communication where the exchange of ideas and thoughts with another person
occurs.
6. It is a persuasive speech that aims to influence and inspire its audience as well as congratulate them
on their achievements.
7. It is a situation when individuals come together to work towards the achievement of specific objectives
or goals.
8. It is a two-way process.
9. It is a type of interpersonal communication for large group of people like seminar or conference.
10. It is a type of interpersonal communication where two persons communicate directly with each
other.
11. It is a type of interview where the exchange of information, through discussion and review takes
place.
12. It is the spontaneous and often times relaxed crucial communication between two individuals.
13. It presents the part of us which we are aware of but are not willing to share with others.
14. These groups are often the consequence of environmental or circumstantial conditions.
15. These groups arise from the individuals being appointed into the membership of a group.
16. These speeches are made in honour of the opening of a new building, laying of a cornerstone, and
the like.
17. These speeches have the purpose of promoting good will and courtesy during public occasions.
18. This is a communication between two individuals that occurs with specific purpose or goal in mind.
19. This is a dyadic communication that is structural in a question and answer format.
20. This is a gathering of group of individuals knowledgeable in a specific topic and present information
to others for discussion.
21. This is a gathering of individuals who exchange ideas and opinions with the purpose of achieving
the assembly’s objectives.
22. This is a level or type of communication that the communication within yourself takes place.
23. This is a part that represents our public self.
24. This is a perception that is not only an active enterprise but it is also a selective event.
25. This is a speech that requires at least preparation.
26. This is a type of interpersonal communication connects three or more person.
27. This is an oration that can be directed to an individual or group.
28. This is called as a “read speech” because it is one that is written out and read word for word during
delivery.

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 ORAL COMMUNICATION
29. This is given by someone entering public office such as congressman, senator, president, and
others.
30. This is the feedback speech expected as a sign of politeness.
31. This is the most difficult of all speeches to make because the speaker attempts to influence the
attitude and behaviour of an audience.
32. This is the speech made when the bestowing or presenting an award or accolade.
33. This kind of delivery is good only for elocution pieces and like the read speech, it also lacks
spontaneity and naturalness.
34. This method is recommended for public speaking classes. It is not memorized or read.
35. This part elucidates the notion of I don’t know and other people don’t know as well.
36. This part includes information others have about us.
37. This speech aimed at announcing a nominee and their reasons for running and platform.
38. This speech aims to achieve clarity and understanding by way of establishing answers to the basic
W’s and H about topics that are non-controversial and non-debatable.
39. This speech commemorates an important day or event from the past.
40. This speech conveys gratitude about the award/s received.
41. This speech is often made by those who are departing and may include the reason of leaving.
42. This speech serves as the opening for the main speaker.
43. This speech talks about someone who has recently passed away.
44. This speech tells that the emotional attitude of the audience by setting a higher standard of ideas
occurs.
45. This type of interview seeks to draw out information such as facts, ideas, opinions, etc.

Matching:
Directions: Match Column A to Column B. Write your answer on the box provided.
Column A Column B
a. physiological determinants q. individuals join together to achieve one
specific goal.

b. hidden area r. individuals being appointed into a

membership of a group.

c. psychological determinants s. I know; other’s know

d. unknown area t. focuses on strengths and weaknesses

e. senses u. represents way of looking at yourself

f. Johari’s window v. hearing, seeing, touching, smelling, tasting

g. open area w. I don’t know; other’s don’t know

h. assigned groups x. each of us differs in terms of our interests,

wants, motives. Etc.

i. blind area y. I know; other’s don’t know

j. task oriented groups z. others know; I don’t know

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 ORAL COMMUNICATION
Modified True or False:
Directions: Write TRUE for correct statements. If it is FALSE, underline and change the word or group of
words that falsify the statements. Write the correct answers on the blanks provided.
________ 1. A speech talks about someone who has recently passed away. Dyadic
________ 2. Impromptu speech is far more beautiful than the extemporaneous, because it requires time before
you deliver your speech.
________ 3. Historical speech commemorates an important day or event from the past.
________ 4. This is an oration that can be directed to an individual or group.
________ 5. Communication requires two people speaking only such as conducting an interview with the
president.
Language Expression:
Directions: In 5-10 sentences, answer the following questions in a scholarly manner. (20pts.)

1. Juxtapose the following; speech to entertain vs. speech to persuade vs. speech to inform vs. speech to
inspire.

2. If you will be asked, what type of speech does you like the most? Do you think it will enhance your
communicative competence? How about your accuracy and fluency in the use of the EL2 (English as a second
language)? Elucidate and justify your answer. You can give some evidences that will support your explanation.

Matching: Directions: Match Column A to Column B and Column B to Column C. Write your answer on the
box provided. (30pts.)
Column A Column B Column C
a. pragmatic meaning a. refers to the use of time. 1. considers the interlocutors’
relationship
b. morphemes b. Duterte’s approved the 2. distinctive collocation of
death penalty in his SONA. phonemes
c. syntactic meaning c. refers to the eye 3. involves the use of correct
movements. word order
d. phonemes d. Five students brainstorm 4. correspond to a set of
their reports. similar speech sounds.
e. semantic meaning e. refers to the use of body 5. homonyms and heteronyms
language including hand takes place.
signals.
f. homonyms f. Couple dating in 6. same sound but different in
Starbucks. meanings and spellings.
g. phenomenological meaning g. use of space 7. distinctive sounds that are
put together.
h. heteronyms h. produce - produce; minute 8. same spelling; different in
- minute pronunciation and meaning.
i. proxemics i. bag - jag; lean - been 9. intimate; personal; public
j. dyadic communication j. reed - read; write - right 10. communication between
two people.
k. kinesics k. distinctive signals lies not 11. facial expression; hand
in the sound. movement; posture; gesture
l. small group communication l. perceived to be a single 12. three or more persons are
distinctive sound in the involved.
language
m. oculesics m. knowledge of 13. wink; raised eyebrow; lack
grammatical rules of eye contact; mad
n. public communication n. meaningful units 14. large group of people
o. chronemics o. considers not just the 15. punctuality
words but also the context.

Oral Communication P a g e 177 | 179

 ORAL COMMUNICATION
Identification: Directions: Read the following sentences carefully and write the correct answer on the blanks
provided before each number.
__________ 1. This is also called as voice apparatus.
__________ 2. It is one of the speech organs where lungs and bronchial tubes take place.
__________ 3. It is one of the speech organs that is responsible for the vibration of the vocal folds.
__________ 4. It is one of the speech organs that is responsible for giving utterance or expression.
__________ 5. It is a box-like structure which serves as a vibration source.
__________ 6. It is one of the voice productions that is responsible for drawing air into and expel it from
the lungs.
__________ 7. In relation to number 6, it is the main organ used for the said production of voice.
__________ 8. It provides the necessary air we need to produce sounds.
__________ 9. The air expelled from the lungs move up to the trachea to the larynx and it is commonly called
_____.
__________ 10. The sounds such as /f/ and /s/ are examples of what kind of sound.
__________ 11. The sounds such as /z/ and /s/ are examples of what kind of sound.
__________ 12. This is considered as the most basic type of listening.
__________ 13. This is also called as “listening to understand”. Its primary purpose in this type of listening is
to understand the message or to gain information.
__________ 14. This type of listening is used for enjoyment.
__________ 15. This type of listening makes us evaluate carefully what we hear before believing it.
__________ 16. This is the type of communication to ourselves.
__________ 17. This is the most common type of communication when we want to convey messages to another
person.
__________ 18. This is the type of interpersonal communication when two people communicate directly with
each other.
__________ 19. This type of interpersonal communication connects three or more persons.
__________ 20. This speech act force is also called as “what we said” force of our speech since the word
location refers to “saying something,” this term consists of the words in the
message.
__________ 21. This is a speech that requires at least preparation.
__________ 22. This is a type of interpersonal communication connects three or more person.
__________ 23. This is an oration that can be directed to an individual or group.
__________ 24. This is called as a “read speech” because it is one that is written out and read word for word
during delivery.
__________ 25. This is given by someone entering public office such as congressman, senator, president, and
others.
__________ 26. This is the feedback speech expected as a sign of politeness.
__________ 27. This is the most difficult of all speeches to make because the speaker attempts to influence
the attitude and behaviour of an audience.
__________ 28. This is the speech made when the bestowing or presenting an award or accolade.
__________ 29. This kind of delivery is good only for elocution pieces and like the read speech, it also lacks
spontaneity and naturalness.
__________ 30. This method is recommended for public speaking classes. It is not memorized or read.
__________ 31. This part elucidates the notion of I don’t know and other people don’t know as well.
__________ 32. This part includes information others have about us.
__________ 33. This speech aimed at announcing a nominee and their reasons for running and platform.
__________ 34. This speech aims to achieve clarity and understanding by way of establishing answers to the
basic W’s and H about topics that are non-controversial and non-debatable.
__________ 35. This speech commemorates an important day or event from the past.
__________ 36. This speech conveys gratitude about the award/s received.
__________ 37. This speech is often made by those who are departing and may include the reason of leaving.
__________ 38. This speech serves as the opening for the main speaker.
__________ 39. This speech talks about someone who has recently passed away.
__________ 40. This speech tells that the emotional attitude of the audience by setting a higher standard of
ideas occurs.

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 ORAL COMMUNICATION
__________ 41. It is a type of interview where the exchange of information, through discussion and review
takes place.
__________ 42. It is the spontaneous and often times relaxed crucial communication between two individuals.
__________ 43. It presents the part of us which we are aware of but are not willing to share with others.
__________ 44. These groups are often the consequence of environmental or circumstantial conditions.
__________ 45. These groups arise from the individuals being appointed into the membership of a group.
__________ 46. These speeches are made in honour of the opening of a new building, laying of a cornerstone,
and the like.
__________ 47. These speeches have the purpose of promoting good will and courtesy during public
occasions.
__________ 48. This is a communication between two individuals that occurs with specific purpose or goal in
mind.
__________ 49. This is a dyadic communication that is structural in a question and answer format.
__________ 50. This is a gathering of group of individuals knowledgeable in a specific topic and present
information to others for discussion.

Language Expression: Directions: In 5-10 sentences, answer the following question below in a scholarly manner.

1-2. The listening misconceptions discussed affect people’s life. Identify an important situation when you have
fallen for any misconceptions. Describe the consequences of believing these erroneous assumptions.
• Thinking that, because you were hearing a message, you were listening to it.
• Believing that listening effectively is natural and effortless.
• Assuming that other listeners were understanding a message in the same way as you.

3. Juxtapose the following; speech to entertain vs. speech to persuade vs. speech to inform vs. speech to
inspire.

4. If you will be asked, what type of speech does you like the most? Do you think it will enhance your
communicative competence? How about your accuracy and fluency in the use of the EL2 (English as a second
language)? Elucidate and justify your answer. You can give some evidences that will support your explanation.

Oral Communication P a g e 179 | 179