10

English
Quarter 1 – Module 7:
EVALUATING SPOKEN TEXTS
English – Grade 10
Alternative Delivery Mode
Quarter 1 – Module 7: Evaluating Spoken Texts
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the
government agency or office wherein the work is created shall be necessary for
exploitation of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand

names, trademarks, etc.) included in this module are owned by their respective
copyright holders. Every effort has been exerted to locate and seek permission to
use these materials from their respective copyright owners. The publisher and
authors do not represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Evely C. Amante
Editor: Jessie Lou L. Ecleo
Reviewers: Renelda D. Espinas and Jessie Lou L. Ecleo
Illustrator: None
Layout Artist/Typesetter: Josephine V. Austero
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, EdD., PhD. Maricel S. Rasid
Nilita L. Ragay, EdD Elmar L. Cabrera
Adolf P. Aguilar
Anna Lee A. Amores, EdD

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: [email protected]
 10

English
Quarter 1 – Module 7 :
EVALUATING SPOKEN TEXTS
Introductory Message
For the Facilitator:

Welcome to the ENGLISH 10 Alternative Delivery Mode (ADM) Module 7 on

Evaluating Spoken Texts Using Given Criteria, e.g. fluency, tone, cohesion,
correctness!

This module was collaboratively designed, developed and reviewed by educators

both from public and private institutions to assist you, the teacher or facilitator in
helping the learners meet the standards set by the K to 12 Curriculum while
overcoming their personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration
their needs and circumstances.

In addition to the material in the main text, you will also see this box in the body of
the module:

“Accept the challenges so that you can

feel the exhilaration of victory.”
- George S. Patton

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the
module.

For the Learner:

Welcome to the English 10 Alternative Delivery Mode (ADM) Module 7 on
Evaluating Spoken Texts Using Given Criteria, e.g. fluency, tone, cohesion,
correctness!

This module was designed to provide you with fun and meaningful opportunities
for guided and independent learning at your own pace and time. You will be
enabled to process the contents of the learning resource while being an active
learner.

ii
This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to check

what you already know about the lesson to take.
What I Know
If you get all the answers correct (100%), you
may decide to skip this module.

This is a brief drill or review to help you link the

What’s In current lesson with the previous one.

In this portion, the new lesson will be introduced

What’s New to you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.

This section provides a brief discussion of the

What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent practice

to solidify your understanding and skills of the
What’s More
topic. You may check the answers to the
exercises using the Answer Key at the end of the
module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled into process what
you learned from the lesson.
This section provides an activity which will help
What I Can Do you transfer your new knowledge or skill into real
life situations or concerns.
This is a task which aims to evaluate your level of
Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to

Additional Activities you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

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At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part of
the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities
included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not
hesitate to consult your teacher or facilitator. Always bear in mind that you are
not alone.

We hope that through this material, you will experience meaningful learning
and gain deep understanding of the relevant competencies. You can do it.

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 TABLE OF CONTENTS

CONTENT PAGES

TITLE PAGE ------------------------------------------------ i

INTRODUCTORY MESSAGE ------------------------------ --- ii

For the Facilitator --------------------------------- ii
For the learner ----------------------------------------- ii

WHAT I NEED TO KNOW --------------------------------- 1

Learning Competency --------------------------------- 1
Learning Objectives --------------------------------- 1

WHAT I KNOW ------------------------------------------------ 2

WHAT’S IN ------------------------------------------------ 2
Task 1 ------------------------------------------------ 2
Task 2 ------------------------------------------------- 4
Task 3 ------------------------------------------------- 5
Task 4 ------------------------------------------------- 9
Task 5 ------------------------------------------------- 10

WHAT’S NEW ------------------------------------------------ 10

WHAT IS IT ------------------------------------------------ 10

WHAT’S MORE ------------------------------------------------ 13

Task 1 ------------------------------------------------ 13
Task 2 ------------------------------------------------ 13

WHAT I HAVE LEARNED --------------------------------- 14

WHAT I CAN DO ---------------------------------------- 14

Task 1 ------------------------------------------------- 14

ASSESSMENT ------------------------------------------------ 15

GLOSSARY ------------------------------------------------ 20

ANSWER KEYS ------------------------------------------------ 21

REFERENCE LIST -------------------------------------------- 22

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 WHAT I NEED TO KNOW

Good day! Do you know that good language teaching goes

beyond words? Language teachers expose their students to
spoken and written texts right from the start of their learning. In
this module you will know how to evaluate spoken texts and
understanding given samples. You will be introduced to
approaches that may be used in the analysis of spoken texts and
relate these to current situations. You will also be given
assistance in examining some of the features of this type of
discourse, thus giving you the chance to be able to make
independent analyses of spoken or signed texts. This module
examines the fluency, tone, cohesion and correctness of spoken
texts. The analyses of various features of spoken texts are also
included. Throughout, you are encouraged to relate the concepts
being introduced to data elicited from your own contexts.

This learning module includes many exercises, which

encourage you to reflect on and interact with the knowledge that
you are acquiring. You may contact the module writer at any
point for support during your learning experience, using post,
texts message, email or cell phone calls. Good luck! I hope
everything works out.

Learning Competency
Evaluate spoken texts using given criteria, e.g. fluency, tone,
cohesion, correctness

Learning Objectives
At the end of the module, you should be able to:

1. identify spoken texts or and its features

2. differentiate spoken texts from written texts
3. evaluate spoken text using given criteria
4. demonstrate appreciation of spoken texts through delivering a
spoken poetry or presentation to class

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 Please take note that all answers shall be written in your activity
notebooks, and that there should never be any markings placed in this
module.

WHAT I KNOW

Introductory Activity: What is a text? Write a brief definition of

what a text is. Observe the following boxes below.

Qeworqoiutiqvoiqnuiuw9v590q38c9r0
eroinbtpu09c9we mf9en 8 b3bq4i09
(Is this a text?)

What do the images represent? Decide whether they constitute a text or not.
Justify your answer.

“Text can be used for both written and spoken language. It usually refers to
a stretch, an extract or complete piece of writing or speech. Texts generally
adhere to broad conventions and rules which determine the language and
structure used in particular text types.” Cornbleet and Carter
The Language of Speech and Writing
(2001, p 3)

WHAT’S IN

Task 1: IDENTIFYING EXAMPLES OF SPOKEN TEXTS

Directions: Tell what kind of texts are the following and observe the distinctive
characteristics of each example. Choose your answer from the pool of words below.

role play interview phone conversation

discussion monologue dialogue
oral story spoken poetry presentation to class
any other piece of spoken language

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1.
DAEDALUS and ICARUS SUMMARY

2.

Q1: What do you know about our company?

A: “You’re one of the largest investment banks in the US. Your headquarters is
in Raleigh, NC, and you have 25,000 employees worldwide based on what I
read on your website.”

Q2: How did you hear about the position?

A: “Your company was recommended to me by somebody I worked with in a
previous job and had heard good things about your organization”

Q3: Why did you apply for this position?

A: “Since beginning my career, I’ve wanted to work for a larger organization in
this industry, and I know you’re one of the leaders in this space. I’m very
interested in your products/services, especially the mobile applications you’re
building recently, so I’d be excited to come here and grow my skills with an
organization like yours.”

Q4: Why should we hire you?

A: “I read on the job description that you’re looking for someone with experience
in ___. I’ve done that for 3 years and can immediately help you accomplish ___”.

Q5: Why do you want to work here?

A: “I’ve been actively searching for jobs since graduating with my Nursing
degree. I’m interested in intensive care and emergency medicine and I’ve seen
your hospital mentioned as having one of the best ER’s in the region. I thought
the job description matched up well with my background, and saw some of my
personal strengths mentioned, like multitasking and being able to thrive in a
fast paced environment, so I’d love to begin my career here.”

3.
"I don't want to go home," said Julia. "I like it here at the zoo. The animals are
all so funny." She began to cry and then wailed, "I didn't even get to see the
elephants!"
"I know," replied her father. "Don't worry. We'll come back another time."
"The zoo is now closing. Please make your way to the exit," came the
announcement over the speaker.
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4.
Have you ever wanted anything that badly in your life?

So badly that you can’t imagine your future without it?

I would be so sad if my life wasn’t different…

If things didn’t change…

If I was still stuck here…In this life.

5.
Speaker 1: Good morning. I’d like
But I won’t to wishing…I
stop talk to Mr.can’t…
Dan Brown please.
Speaker 2: Good morning. I’m sorry but Mr. Dan Brown is not here at the
moment. Would you like to leave him a message?
Speaker 1: Yes please. Tell him that Ms. Sumathi needs to contact him.
Speaker 2: Sure, I’ll tell him. Does he have your phone number?
Speaker 1: Yes, he has it. Thank you.
Speaker 2: You’re welcome. Something else?
Speaker 1: No, that’s all. Goodbye.
Speaker 2: Goodbye Ms. Sumathi.
6.
However, there are also strong arguments against this point of view.
Parents and teachers argue that it is important to find out whether children can
work on their own without the support from the teacher. They say that the
evening is a good time for children to sit down and think about what they have
learned in school.

Furthermore, they claim that the school day is too short to get anything
done. It makes sense to send home tasks like independent reading or further
writing tasks which don’t need the teacher support.

7.
There is nothing more beautiful

than the way the ocean refuses to stop kissing the shoreline;

no matter how many times it’s sent away

- Sarah Kay -
Processing questions:
1. What is the topic of each text? What did each explain?
2. What do you think are the characteristics of these spoken texts?
3. How does one sample of spoken text differ from the other?
4. Is the language used suited for you or for the occasion?
5. Is the content relevant or helpful? Is the content true or valid?

Task 2: K-W-L
Complete the task below by writing what you already know about the text
in the first column, what you want to know about it in the second column, and
after you have read the story, write what you learned in the third column. (Do this
in a separate sheet of paper)

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 EVALUATING SPOKEN TEXTS
WHAT I KNOW WHAT I WANT KNOW WHAT I LEARNED

Task 3: READING A SPOKEN POETRY

Direction: Read and understand the following paragraphs.

INFOBITS
About the poets: Sarah Kay (born June 19, 1988) is an
American poet. Known for her spoken word poetry, Kay
is the founder and co-director of Project V.O.I.C.E.,
founded in 2004, a group dedicated to using spoken
word an educational and inspirational tool. Phil Kaye is a Japanese American poet,
writer and filmmaker. He is the co-director of Project VOICE, and writes and
performs as a spoken word artist both in solo and group projects. Kaye is the
author of two books, A Light Bulb Symphony (2011) and Date & Time (2018).Kay
and Kaye are known as the Spoken-Word Poetry’s Dynamic Duo.

About the poem: "When Love Arrives," is a poem about the expectations and
realities of love. The poem was co-written by Sarah Kay and Phil Kaye and was
performed as part of their performance at the Malthouse Theatre in Melbourne,
Australia, hosted by Dumbo Feather Magazine.

Read the spoken poetry and do the tasks assigned to you.

“When Love Arrives”

by Sarah Kay and Phil Kaye

[Sarah & Phil] I knew exactly what love looked like...

In seventh grade

[Sarah] Even though I hadn't met love yet

If love had wandered into my homeroom
I would have recognized him at first glance
Love wore a hemp necklace

[Phil] I would have recognized her at first glance

Love wore a tight French braid

[Sarah] Love played acoustic guitar

And knew all my favorite Beatles songs

[Phil] Love wasn't afraid to ride the bus with me

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[Sarah & Phil] And I knew

[Sarah] I just must be searching the wrong classroom

[Phil] Just must be checking the wrong hallways
She was there, I was sure of it

[Sarah] If only I could find him

[Sarah & Phil] But when love finally showed up

[Phil] She had a bowl cut

[Sarah] He wore the same clothes every day for a week

[Phil] Love hated the bus

[Sarah] Love didn't know anything about the Beatles

[Sarah & Phil] Instead

[Phil] Every time I tried to kiss love

[Sarah & Phil] Our teeth got in the way

[Sarah] Love became the reason I lied to my parents

[Phil] "I'm going to... Ben's house"

[Sarah] Love had terrible rhythm on the dance floor

But made sure we never missed a slow song

[Phil] Love waited by the phone because she knew if her father picked up it would be

[Sarah (Phil)] "Hello ?" (*Heavy breathing*)

"Hello?" (*Heavy breathing*)
"I guess they hung up"

[Phil] And love grew

[Sarah] Stretched like a trampoline

[Phil] Love changed

[Sarah] Love disappeared... slowly

Like baby teeth, losing parts of me I thought I needed

[Phil] Love vanished like an amateur magician

Everyone could see the trapdoor but me

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[Sarah] Like a flat tire
There were other places I had planned on going

[Sarah & Phil] But my plans didn't matter

[Sarah] Love stayed away for years

And when love finally reappeared, I barely recognized him

[Phil] Love smelled different now, had darker eyes

[Sarah] A broader back
Love came with freckles I didn't recognize

[Phil] New birthmarks, a softer voice

[Sarah] Now there were new sleeping patterns

[Phil] New favorite books

[Sarah] Love had songs that reminded him of someone else

[Phil] Songs love didn't like to listen to

[Sarah & Phil] So did I...

[Phil] But we found a park bench that fit us perfectly

[Sarah] We found jokes that make us laugh

[Phil] And now love makes me fresh homemade chocolate chip cookies

[Sarah] But love will probably finish most of them for a midnight snack

[Phil] Loves looks great in lingerie but still likes to wear her retainer

[Sarah] Love is a terrible driver, but a great navigator

[Phil] Love knows where she's going

It just might take her two hours longer than she planned

[Sarah] Love is messier now

[Phil] Not as simple

[Sarah] Love uses the word "boobs" in front of my parents

[Phil] Love chews too loud

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[Sarah] Love leaves the cap off the toothpaste

[Phil] Love uses smiley faces in her text messages

[Sarah] And turns out

[Sarah & Phil] Love shits!

[Sarah] But love also cries

And love will tell you, "You are beautiful"

[Phil] And mean it

[Sarah (Phil) Over and over again ("You are beautiful")

When you first wake up- ("You are beautiful")
When you've just been crying- ("You are beautiful")
When you don't wanna hear it- ("You are beautiful")
When you don't believe it- ("You are beautiful")
When nobody else will tell you, ("You are beautiful")
Love still thinks... ("...")

[Sarah] You are beautiful

[Phil] But love is not perfect and will sometimes forget

[Sarah] When you need to hear it most

[Sarah & Phil] You are beautiful

[Sarah] Do not forget this

[Phil] Love is not who you were expecting

Love is not what you can predict

[Sarah] Maybe love is in New York City already asleep

You are in California, Australia, wide awake
Maybe love is always in the wrong timezone

[Phil] Maybe love is not ready for you

Maybe you are not ready for love

[Sarah] Maybe love just isn't the marrying type

[Phil] Maybe the next time you see love is twenty years after the divorce
Love looks older now, but just as beautiful as you remember

[Sarah] Maybe love is only there for a month

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[Phil] Maybe love is there for every firework, every birthday party,

every hospital visit

[Sarah] Maybe love stays

[Phil] Maybe love can't

[Sarah & Phil] Maybe love shouldn't...

[Phil] Love arrives exactly when love is supposed to

And love leaves exactly when love must

[Sarah] When love arrives say,

[Sarah & Phil] "Welcome, make yourself comfortable"

[Phil] If love leaves, ask her to leave the door open behind her

[Sarah] Turn off the music, listen to the quiet

[Phil] Whisper,

[Sarah & Phil] "Thank you for stopping by"

Note: For more understanding of the piece, you may grab, watch or access the copy of the
video through https://www.youtube.com/watch?v=mdJ6aUB2K4g

TASK 4: Answer the following questions in your notebook.

1. Who are the characters in the poem? What is the nationality of the
speakers? Describe both including their age.
2. What do you think are the speakers’ educational background? How well
educated do you think they are?
3. Do you find any unique pronunciation or words that the speakers used?
(Note these down)
4. What is the moral of the poem?
5. How was it written?

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TASK 5: SAY SOMETHING

Reread and re-examine the poem above. What can you say about its
basic elements? Give a little description of each by completing the table below. Do
this in your notebook.

Basic elements of spoken texts

Words Grammar Speech writing
Details Details Details

WHAT’S NEW

Sometimes students have lots of lovely thoughts in their heads, but when it
comes to verbalizing it, things get tricky. This time let’s do a little practice on your
speaking skills. Writing a simple short speech doesn’t have to be boring. Now, think
outside the box. Think of your favorite animal, place or person, a great movie that
you’ve seen, or a story that you’ve heard that struck you the most because of its
great importance.

Write a paragraph or two about it then read it properly in front of a mirror.

Practice speaking out your piece. You may take a video or audio/voice record of
yourself while delivering your presentation or ask your siblings, parents or other
family members to observe and listen to you.

Now, ask your listeners about their observations. What did you do to what
you write? Yes! You read it loudly. You have prepared a text that is to be presented
orally. Your written text now becomes a spoken text.

What are spoken texts?

Spoken texts include oral stories, interviews, dialogues, monologues (e.g. a

welcome to country speech, a presentation to the class), phone conversations,
discussions, role plays, or any other piece of spoken language. When people are
speaking to each other, their interaction is made up of series of utterances, for

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example questions and replies, comments and suggestions, requests and
responses.

WHAT IS IT

When Love Arrives” is a spoken text- a spoken poetry written by Sarah Kay
and Phil Kaye. It was written about the expectations of what a person wants in a
real versus what it is actually like. It talks about the young ideals from “seventh
grade” growing into what it was actually like. The moral of the poem is to always be
open minded for love; enjoy them while they are there and put your all into it but
let the next one in when they leave.

Spoke n texts are essentially dialogic in nature and generally spontaneously

created.

What are the basic elements of spoken texts?

1. Word – It refers to a sound or combination of sounds that conveys meaning and

is spoken or written.

2. Grammar – It is the set of rules that explain how words are used in a language.
A speech or writing is judged by how well it follows the rules of grammar.

3. Speech writing – It is the art of writing a speech for public presentation.

What are the characteristics or features of spoken texts?

1. Spoken texts have shorter, less complex words and phrases. They are composed
of simple language. They have fewer nominalizations, more verb-based phrases,
and a more limited vocabulary. Spoken texts are lexically less dense than written
language - they have proportionately more grammatical words than lexical words.
Spoken texts are longer. This means that there is more lexical (verbal or word)
repetition.

2. Spoken text uses more active verbs than written language and less formal than
written language. It is more fragmented - more simple sentences and more use of
coordination and, but, so, because rather than subordination (embedding)

3. The spoken text is more verbal than the written text, which is more nominal.
This means that the written text has a very high frequency of nouns; the spoken
text a high frequency of nouns and pronouns. First and second person pronouns

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are used especially in the conversation because speakers address each other, and
they are typical for face-to-face interactions. Nominalization is therefore typical for
this written text. It means the formation of a noun from a verb.

4. Spoken texts in particular are governed by the social context (or the
surroundings, the people, the occasion etc that influences how you interpret
things, how you speak, what you speak about, or how you act) which determines
the shape of the discourse and the language used.

5. It is very typical for a spoken text to contain many phonological abbreviations,

which means contractions and abbreviations of verbs are used instead of the
standard and normally longer form. They are used because they are timesaving
which is important in a conversation.

When evaluating spoken texts, you have to consider the following criteria:

FLUENCY – It refers to the continuity, smoothness, rate and effort with which
language is spoken. Fluency helps you sell your ideas, communicate your thoughts
to others, convince, reach out, and even impress with a speech that is clear,
confident, to the point and crisp. It is also often defined as the rate (words per
minute) and accuracy (number of words correctly identified) with which students
perform reading tasks, accompanied by appropriate expression (prosody). Fluency
also aids in both reading and writing.

TONE – In literature, it may be defined as the writer’s or speaker’s attitude toward

his subject, his audience, or himself (or as reflected in his treatment to his
topic/subject, and how the audience perceives the overall message). It is the
emotional coloring, or the emotional meaning, of the work and is extremely
important part of the full meaning. Some examples are serious, sad, funny, light,
etc.

COHESION – It refers to the manner of connecting the ideas to make a logical

presentation of the topic/subject. It further refers to the linguistic features which
link sentences together and are generally easy to identify (e.g. repetition, reference);
the semantic relationships between sentences and within sentences.

CORRECTNESS – It refers to the accuracy of the data or information given in the

text and if the sentences are grammatically correct.

Why do you have to know the different kinds of spoken texts?

Why is there a need to evaluate spoken texts?

Key points:
Spoken text usually has to be understood immediately, so it also helps one
to develop and improve speaking and listening ability.

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 Speaking, and listening (to spoken texts), to other people in English helps to
boost the faith you have in your own abilities and banish the doubts that are inside
your head. So, it’s definitely a confidence booster, but there are many more ways in
which speaking the language can improve your English skills, fast.

Essentially, speaking a language helps to move your knowledge of grammar,

vocabulary, and pronunciation from the back of your mind to the front, or from
your ‘slow memory’ to your ‘quick memory.’ Given time, this will improve your
fluency and memory too.

WHAT’S MORE

Task 1: Now, apply what you have learned by doing the following:

Instructions: Choose one type of spoken text from Task 1(Identifying Examples of
Spoken Texts) and analyze and compare it to the spoken poetry of Sarah Kaye and
Phil Kaye. Evaluate the texts using the criteria presented. Do this in a separate
sheet and use the table below as your guide.
EVALUATING SPOKEN TEXTS
Criteria ‘When Love Arrives’ (any 1 of the 8 presented)
Fluency
Tone
Cohesion
Correctness

Task 2: Instructions: Briefly answer the following based on your understanding.

Do this in your notebooks. (5 pts each)
1. Is it easy to evaluate spoken texts? Why?
2. How does a spoken text influence you?
3. Are spoken texts helpful in our daily lives? Explain briefly

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 WHAT I HAVE LEARNED

Well done! You’ve made it this far! It’s time for you to share your learning
insights, reflect on and assess your skills, knowledge and comprehension. Think of
why you need to learn the concepts presented and ponder on what you have
learned, what you have realized, and what you intend to apply in the future.
Use the sentence starters below and write your reflections in your journal
notebook.

Example
I have learned that __________________________

I have realized that __________________________

I will apply __________________________________

WHAT I CAN DO

Task 1: SPOTTING THE DIFFERENCE

Instructions: Below are sample sentences from written and spoken texts. Observe
these other equivalents given below (Halliday 1989, p.81). Explain the difference of
the two texts in a paragraph or two.

Written Spoken
Every previous visit had left me with a Whenever I'd visited there before, I'd ended up
sense of the futility of further action on feeling that it would be futile if I tried to do
my part. anything more.
Violence changed the face of once The cities in Switzerland had once been peaceful,
peaceful Swiss cities. but they changed when people became violent.

Improvements in technology have Because the technology has improved it’s less
reduced the risks and high costs risky than it used to be when you install them at
associated with simultaneous the same time, and it doesn't cost so much
installation. either.

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Opinion in the colony greeted the The people in the colony rejoiced when it was
promised change with enthusiasm. promised that things would change in this way.

ASSESSMENT

Finally, you were able to deal with the different related activities to sharpen
your skills on evaluating spoken text using given criteria like fluency, tone,
cohesion and correctness. Now, it’s time to evaluate your learning. Ready? Here we
go.
A. Here is an example of the same idea written in a formal style, and in a less
formal style as a spoken text. Read the two texts and see if you can note any
differences in the table below. Write your observations in your notebook.

B. Below is another example of a spoken text. It is Marc Mero’s Mother’s Day story
that speaks of the powerful message about a mother’s love. Ask any of your family
members or someone who can read it orally for you. Listen to it and evaluate it
using the criteria presented. You may also want to make your own criteria.

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Note: For those who have internet connections you may watch and listen to this
message thru this link : https://www.youtube.com/watch?v=c3ySzLn_9gk .

The Powerful Message about a Mother’s love

My mom would be at all my sporting events. Let’s say I was playing

football ok. My mother would be on the side lines and when the play on the
field started going one way, my mother would run along and “Marc, get up!
Get up!” I’d be like “oh my gosh.” I get in a huddle with other guys, they go,
“Marc, is that your mother?” I go “No. I never saw her before in my life.”

See, the greatest gift my mother ever gave me, she believed in me. I’ve
overdosed on drugs on three occasions where I should’ve been dead, but I
believed I was kept here for a reason. You show me your friends. I’ll show
you your future. How do I know this? I hung out with losers and I became
the biggest loser of them all because I gave up everything I dreamt about as
a little boy because of who I chose to surround myself with.

My friends drive me home at two, three, four in the morning; we’d be

drunk and high, laughing in the car. We pulled in front of my house and
they go, “Marc, Marc, the lights on.” I go, “Oh man, my mother’s up.” See my
mom wouldn’t go to bed until she knew her son was still alive.

I walked in, she said, “Hi, Marc, how was your night?” It goes good
mom, I’m just gonna go to bed.” She said, “Can I talk to you for a minute?” I
go, “Mom, I’m tired. I’m just gonna go to bed.” She said, “Marc, I haven’t
seen you all day and all night. Can I please talk to you?” I said, “Man, just
leave me alone. You bug me.” I slammed my bedroom door on the one
person who believed in me.

I was on a worldwide tour. We were wrestling overseas in Japan. After

my wrestling match, I went upstairs to my hotel room and I fall asleep.
There was a knock on my door at 3 o’clock in the morning. I got out of bed, I
looked through the safety window and I could see he was a Japanese
promoter. So I opened the door and he said, “Marc, you need to call home.
There’s been an emergency.” I went back to the hotel room phone. I called
back to the United States and said, “Hey, what’s going on?’ He said, “Marc, I
don’t know how to tell you this.” I said, “Just tell me. What happened?” He
started crying, “Marc, I can’t tell you.” I said, “Just say it.” He said, “Marc,
16
your mother died.”
 I just threw the phone down. I ran out of my hotel room. I took the
elevator to the lobby. When the doors opened up, I just ran out into the
street. I mean, there was no car, there were no people. It was 3 o’clock in the
morning, and I walked down the middle of the street in Hiroshima, Japan
and I remember looking up and just saying “Mom, I am so sorry.”

I flew home for the funeral and I was so nervous to walk up to her
casket, so I just stood way in the back and kept looking from a distance, I
kept thinking to myself, ‘Mom, please wake up. Please get up.’ And then I
finally got the nerve to walk up to her and as I got closer, I could see my
mom for the first time. I mean, she was so beautiful. She was dressed in
white. I mean, she looked like an angel and I just stood over, I said, “Mom,
you are my hero. Everything I am everything I hoped to be was because of
you. You loved me so much, you gave me a life. You’re the only one that ever
believed in me.”

How did I repay her? By getting drunk, by getting high, by getting

stupid, by hanging out with losers. For what? All she ever wanted to do was
to talk to me. “I wish I could talk to you now, Mom. I wish you could see
what I’m doing.”

Why couldn’t I have been a better son? We are defined by our choices.
But if you surround yourself with people involved in drugs and alcohol and
pills, it’s a dead end. I’m not here to preach to you. I’m here to tell you I lived
that life. It leads to broken hearts, broken relationships, broken dreams and
death. For what? To get high.

If you have a mother or a father, when you go home, tell them how
much you love them. See, my whole life was about being rich and famous. I
had to be a millionaire. I had to win a race. I had to win the race at the
expense of my marriage, my family, and my friends. For what? To be all
alone in the world? I learned what is truly important, and that is, how
precious this gift of life is, and our families, and how quickly it could be
taken away.

See, I no longer live in time. I live in moments. See, it’s not what’s in
your pocket that matters; it’s what in your heart that truly matters. Love,
love is just a word until somebody comes along and gives it meaning. You,
you’re the meaning.

“I finally get it, Mom. I miss you

17so much.”
 Additional Notes:

Marc Mero is an American retired amateur boxer and professional

wrestler, as well as a motivational speaker. He is best known for his
appearances with the World Wrestling Federation under his real name and
with World Championship Wrestling and Total Nonstop Action Wrestling
under the ring name Johnny B. Badd. (Wikipedia)

Marc has a tough childhood like a lot of kids but found success
through his athletic endeavors. What he learned in life though is that the
size of your heart is often more important than the size of your bank
account. If you have love and happiness in your life then chances are you
are already leading a rich lifestyle that some people will never discover. Life
is short…Live, Love, Laugh.

Congratulations! You have made it this far! You can now make use of what
you have learned about evaluating spoken texts using given criteria. Truly,
speaking a language helps to move your knowledge of grammar, vocabulary, and
pronunciation from the back of your mind to the front, or from your ‘slow memory’
to your ‘quick memory’ thus, improving your fluency and memory. Always
remember that spoken text usually has to be understood immediately, so it also
helps one to develop and improve speaking and listening ability.

Now, you can take a short break, decompress and cope with whatever you are
struggling with and stretch your muscles. Take your snacks, drink a refreshing
juice or a glass of water and attend to your personal necessities. When you are
already feeling relaxed, return to your study area and do this related activity.

ADDITIONAL ACTIVITIES

Directions: Read any type of spoken texts that interests you. Ask someone
to read it for you. React to it and evaluate it considering the following criteria:
fluency, tone, cohesion & correctness. Be guided by the questions below.

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1. Does the text contain simple language? Is it using simple words and short
sentences?
2. Are the sentences grammatically correct?
3. Are there slang terms or language? (unconventional words or phrases that
expresses either something new or something old in a new way)
4. Did the speaker speak clearly and slowly?
5. Describe the emotion of the speaker while delivering the text orally.

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 GLOSSARY

The following terms used in this module are defined as follows:

Cohesion (n.) It is the manner of connecting the ideas to make a logical

presentation of the topic/subject.

Correctness (n.) freedom from error; conformity to the truth or to fact.

Fluency (n.) It is the continuity, smoothness, rate and effort with which language is
spoken.

Huddle (n.) (American football) A brief meeting of all the players from one team that
are on the field with the purpose of planning the following play.

Lexically (adv.) of or relating to the words or vocabulary of a language, especially

as distinguished from its grammatical and syntactical aspects. of, relating to, or of
the nature of a lexicon.

Nominalization (n.) It is the process of making a noun from a verb or adjective.

Prosody (n.) the rhythms and tones of spoken language, where text is being read
silently or aloud, much of its meaning comes from the way it sounds.

Slang (adj.) Slang is language (words, phrases and usages) of an informal

register that members of particular in-groups favor over the common vocabulary of
a standard language in order to establish group identity, exclude outsiders, or
both.

Spoken text (n.) It is a text that uses a language produced by articulate sounds, as
opposed to a written language.

Tone (n.) It is the writer’s or speaker’s attitude toward his subject, his audience, or
himself.

Written text (n.) something written, especially copied from one medium to another,
as a typewritten version of dictation; transcription; black and
white, written communication, written language; communication by means
of written symbols (either printed or handwritten)

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ANSWER KEYS

21
 REFERENCES

Cameron, Deborah. 2001. “Working with Spoken Discourse” 1st Ed. March 2001.
SAGE Publications Ltd. Accessed July 14, 2020. https://uk.sagepub.com/
en-gb/asi/working-with-spoken-discourse/book206990

Cornbleet, Sandra and Carter, Ronald 2001, p.3. “The language of speech and
writing”. London: Routledge. Accessed July 17, 2020.
https://www.academia.edu/10631753/The_Language_of_Speech_and_Writi
ng.pdf

Definitions.net, STANDS4 LLC, 2020. "spoken text." Accessed July 13, 2020
https://www.definitions.net/definition/spoken+text.
Halliday, M. A. K. 1989. “Features of Academic Spoken English”. Accessed July 14,
2020. http://www.uefap.com/speaking/feature/complex.htm

Ingham, Richard. “Analysis of spoken Discourse”. Institute of Media and English.

Accessed July 16, 2020. https://www.bcu.ac.uk/english/student-
information/course-modules/ma-analysis-spoken-discourse

Inglis, M. (2007). Unistep. Academic skills guide (4th ed.). Sydney, Australia.
Accessed July 16, 2020.
https://www.westernsydney.edu.au/__data/assets/pdf_file/0006/1082679
/Presentations_-_written_vs_spoken_language_2.pdf

Sarah Kay and Phil Kaye. "When Love Arrives". June 9, 2012. Accessed July 14,
2020. https://www.youtube.com/watch?v=mdJ6aUB2K4g

Sarah Kay and Phil Kaye. “When Love Arrives”. n.d. Spoken word poetry. Accessed
July 15, 2020. https://genius.com/Sarah-kay-and-phil-kaye-when-love-
arrives-annotated#about

SarahYewCF. “Marc Mero’s Mother’s Day Story. July 5, 2015. Accessed August 7,
2020. https://www.youtube.com/watch?v=c3ySzLn_9gk .

Ure, J. 1971 Lexical density and register differentiation. In G. Perre

n and J.L.M. Trim (eds), Applications of Linguistics, London: Cambridge University

Press. 443-452.

W. I. Griffith, Hye-Yeon Lim. “Performance-Based Assessment: Rubrics”. Defense

Language Institute Foreign Language Center. Accessed July 16, 2020.
https://www.mextesol.net/journal/index.php?page=journal&id_article=108

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