DISCUSS AND

What
is
EXPLAIN:
speech? Why is speech
A.

development an
important part of learning?
Language refers to the words we use and how we use them to share
ideas and get what we want. Language includes:

 What words mean. Some words have more than one meaning. For
example, “star” can be a bright object in the sky or someone
famous.
 How to make new words. For example, we can say “friend,”
“friendly,” or “unfriendly” and mean something different.
 How to put words together. For example, in English we say,
“Peg walked to the new store” instead of “Peg walk store
new.”
 What we should say at different times. For example, we might
be polite and say, “Would you mind moving your foot?” But,
if the person does not move, we may say, “Get off my foot!”

Speech is how we say sounds and words. Speech is the expression

of ideas and thoughts by means of articulate vocal sounds, or the
faculty of thus expressing ideas and thoughts. Language is a set
of conventional signs, not necessarily articulate or even vocal
(any set of signs, signals, or symbols that convey meaning,
including written words, may be called language): a spoken
language. Speech is human vocal communication using language.
Each language uses phonetic combinations of vowel and consonant
sounds that form the sound of its words (that is, all English
words sound different from all French words, even if they are the
same word, e.g., "role" or "hotel"), and using those words in
their semantic character as words in the lexicon of a language
according to the syntactic constraints that govern lexical words'
function in a sentence. In speaking, speakers perform many
different intentional speech acts, e.g., informing, declaring,
asking, persuading, directing, and can use enunciation,
intonation, degrees of loudness, tempo, and other non-
representational or paralinguistic aspects of vocalization to
convey meaning. In their speech speakers also unintentionally
communicate many aspects of their social position such as sex,
age, place of origin (through accent), physical states (alertness
and sleepiness, vigor or weakness, health or illness), psychic
states (emotions or moods), physic-psychic states (sobriety or
drunkenness, normal consciousness and trance states), education
or experience, and the like.

The four basic types of speeches are: to inform, to instruct, to

entertain, and to persuade. These are not mutually exclusive of
one another. You may have several purposes in mind when giving
your presentation. For example, you may try to inform in an
entertaining style. Another speaker might inform the audience and
try to persuade them to act on the information.

However, the principle purpose of a speech will generally fall

into one of four basic types:

1. Informative – This speech serves to provide interesting and

useful information to your audience.

Some examples of informative speeches:

 A teacher telling students about earthquakes

 A student talking about her research
 A travelogue about the Tower of London
 A computer programmer speaking about new software
2. Demonstrative Speeches – This has many similarities with an
informative speech. A demonstrative speech also teaches you
something. The main difference lies in including a demonstration
of how to do the thing you’re teaching.

Some examples of demonstrative speeches:

 How to start your own blog

 How to bake a cake
 How to write a speech
 How to… just about anything

3. Persuasive – A persuasive speech works to convince people to

change in some way: they think, the way they do something, or to
start doing something that they are not currently doing.

Some examples of persuasive speeches:

 Become an organ donor

 Improve your health through better eating
 Television violence is negatively influencing our children
 Become a volunteer and change the world

4. Entertaining — The after-dinner speech is a typical example of

an entertaining speech. The speaker provides pleasure and
enjoyment that make the audience laugh or identify with anecdotal
information.

Some examples of entertaining speeches:

 Excuses for any occasion

 Explaining cricket to an American
 Things you wouldn’t know without the movies
Speech includes:

Articulation
How we make speech sounds using the mouth, lips, and tongue.
For example, we need to be able to say the “r” sound to say
"rabbit" instead of "wabbit.”
Voice

How we use our vocal folds and breathe to make sounds. Our
voice can be loud or soft or high- or low-pitched. We can hurt
our voice by talking too much, yelling, or coughing a lot.

Fluency

This is the rhythm of our speech. We sometimes repeat sounds

or pause while talking. People who do this a lot may stutter.

Why is speech development an important part of learning?

Speech and language are the skills we use to communicate

with others. We form these skills during the first years of
life. Language development varies considerably between
children, even within the same family. However, children tend
to follow a natural progression for mastering the skills of
language and there are certain milestones that can be
identified as a rough guide to normal development. It's
important to remember that not every child is the same.
Children reach milestones at different ages. Speech
development plays an essential role in our society and
throughout our learning process. It allows the learners to
deeply understand the language that serves as a medium in
speech. Learning to speak is a relatively organic process,
children hear their parents communicating with them and others
and absorb this speech through observation. Learning to speak
and understanding language is an essential part of brain
development. Through interaction, prompting, labeling and even
reading parents can help their children develop a stronger and
more advanced vocabulary, it in speech development that a
learner or a child become more competent in communication
skills. It supports the ability of your child to communicate,
and express and understand feelings. It also supports your
child's thinking ability and helps them develop and maintain
relationships.

Speech development is an important part of learning because

it allows the child learns to speak correctly at an early age
which that speech development will help them to comprehend
easily in reading, writing which is really helpful throughout
learning process. Also, speech development makes a child aware
vocally of even the simplest things can be a substantial part
of their speech development. In addition, speech development
is important part of learning because it will help us and give
us the opportunity to develop with a strong comprehension with
a wide variety of speech and allows us to become a competent
and effective speaker. Speech development is also important
because it allows us to have a large vocabulary which is very
essential to increase creativity and helps people to come up
with new ideas. A child’s vocabulary expands between the ages
of two to six from about 200 words to over 10,000 words
through a process called fast-mapping. Words are easily
learned by making connections between new words and concepts
already known. The parts of speech that are learned depend on
the language and what is emphasized. Children speaking verb-
 friendly languages such as Chinese and Japanese tend to learn
verbs more readily, but those learning less verb-friendly
languages such as English seem to need assistance in grammar
to master the use of verbs.

B. What role does parents play in speech

development?
Parents are the primary people engaging and interacting with
infants on a consistent basis; consequently, parents are seen as
a child's first teacher. Positive quality of parent-child
interactions and increased verbal responsiveness are essential
in shaping a child's literacy environment and language
development.

Parents play a critical role in a child's language

development. Studies have shown that children who are read to
and spoken with a great deal during early childhood will have
larger vocabularies and better grammar than those who aren't.

Here are some simple ways to how parent's nurture a child's

language development and shows the roles of parents in speech
development:

 Talk, talk, talk. Narrate the day as it evolves. Tell your

child, for instance, "Now we're going to take a bath. Can
you feel the warm water on your belly? When we dry off,
we'll get dressed and take a walk." When parents talk, a
child listens. It will help improve their little
understanding of words.
 Read, read, read. It's never too early to read to your
baby. One good predictor of future reading success is the
 amount of time parents spend reading with their child.
Parents can start with simple board books and graduate to
picture books and longer stories as their child gets older.
Story times at the local library or bookstore can also help
a preschooler develop a love of books. Reading books aloud
to children stimulates their imagination and expands their
understanding of the world. It helps the child develop
language and listening skills and prepares them to
understand the written world.
 Enjoy music together. Young children love music and
movement. When they listen to lively songs, like "Old
McDonald Had a Farm," they learn about the world around
them and the rhythm of language. It helps the body and the
mjnd work together. Exposing children to music during early
development helps them learn the sounds and meaning of
words, it strengthen memory skills.
 Tell stories. Make up elaborate stories with characters,
conflict, adventure, and a happy ending. Be sure that the
stories fit your child's interests and aren't too scary for
her liking. When they grow up, storytelling encourages, and
enhances the listening skills of children. When a habit
listening of stories is inculcated in them, they learn to
become better listeners.
 Follow your child's lead. If your little one seems
interested in a particular picture in a book, keep talking
about it. If she seems intrigued by a boat, show her more
boats and talk about them, too. Repeat her babbles back to
her, ask questions, and interact with her. You can even try
recording your child on a tape recorder and playing it
back. Parents can support their children's play and
interactions during everyday activities by following their
 children's lead. When pares follow their child's lead, they
can help their children become more confident and capable
play partners.
 Never criticize your child's articulation or speech
patterns. Instead, repeat his statements back to him with
the correct pronunciation or word usage. Give your child
lots of praise for his efforts. Develop a love of books.
Reading books aloud to children stimulates their
imagination and expands their understanding of the world.
It helps the child develop language and listening skills
and prepares them to understand the written world.
 Use television and computers sparingly. The American
Academy of Pediatrics recommends that children younger than
2 not watch television at all, and that children 2 and
older view no more than two hours of quality programming a
day. While some educational programs can be beneficial to
kids, TV shows don't interact with or respond to children,
which are the two catalysts kids need to learn language.
Computer games are interactive, but they aren't responsive
to a child's ideas. Only introduce the world of televisions
and shows to the child if it's beneficial and can be
responsive to the child's ideas.
 Treat ear infections thoroughly. Children in group child-
care situations are more prone to ear infections, which can
put them at risk for hearing loss and, consequently,
language delays. If your pediatrician prescribes an
antibiotic to treat an infection, make sure your child
takes the correct dosage each day and uses it for the full
prescribed time. When your child finishes the prescription,
schedule a follow-up visit with your pediatrician to make
sure the infection has cleared.
  Go on field trips. A trip to the zoo, the aquarium, or a
children's museum will open up a whole new world for your
child. As an added bonus, she'll want to learn the names of
all those fascinating creatures and fun activities she
experienced. Let your child explore into the wider world,
if not on field trips you can open up a new whole world for
him/her outside your home or your environment and
surroundings. In that way, the child's knowledge will
expand.

c. Discuss Speech Development in Early

Childhood
A child’s vocabulary expands between the ages of two to six
from about 200 words to over 10,000 words through a process
called fast-mapping. Words are easily learned by making
connections between new words and concepts already known. The
parts of speech that are learned depend on the language and what
is emphasized. Children speaking verb-friendly languages such as
Chinese and Japanese tend to learn verbs more readily, but those
learning less verb-friendly languages such as English seem to
need assistance in grammar to master the use of verbs. Children
are also very creative in creating their own words to use as
labels such as a “take-care-of” when referring to John, the
character on the cartoon Garfield, who takes care of the cat.

Children can repeat words and phrases after having heard

them only once or twice, but they do not always understand the
meaning of the words or phrases. This is especially true of
expressions or figures of speech which are taken literally. For
example, two preschool-aged girls began to laugh loudly while
listening to a tape-recording of Disney’s “Sleeping Beauty” when
the narrator reports, “Prince Phillip lost his head!” They
imagine his head popping off and rolling down the hill as he runs
and searches for it. Or a classroom full of preschoolers hears
the teacher say, “Wow! That was a piece of cake!” The children
began asking “Cake? Where is my cake? I want cake!”

From birth up to the age of five, children develop language

at a very rapid pace. The stages of language development are
universal among humans. However, the age and the pace at which a
child reaches each milestone of language development vary greatly
among children. Thus, language development in an individual child
must be compared with norms rather than with other individual
children. In general girls develop language at a faster rate than
boys. More than any other aspect of development, language
development reflects the growth and maturation of the brain.
After the age of five it becomes much more difficult for most
children to learn language. Receptive language development (the
ability to comprehend language) usually develops faster than
expressive language (the ability to communicate). Two different
styles of language development are recognized. In referential
language development, children first speak single words and then
join words together, first into two-word sentences and then into
three-word sentences. In expressive language development,
children first speak in long unintelligible babbles that mimic
the cadence and rhythm of adult speech. Most children use a
combination these styles. The following are the stages of speech
development in early childhood:

Infancy
 Language development begins before birth. Towards the end of
pregnancy, a fetus begins to hear sounds and speech coming from
outside the mother's body. Infants are acutely attuned to the
human voice and prefer it to other sounds. In particular they
prefer the higher pitch characteristic of female voices. They
also are very attentive to the human face, especially when the
face is talking. Although crying is a child's primary means of
communication at birth, language immediately begins to develop
via repetition and imitation. Between birth and three months of
age, most infants acquire the following abilities:

 seem to recognize their mother's voice

 quiet down or smile when spoken to
 turn toward familiar voices and sounds
 make sounds indicating pleasure
 cry differently to express different needs
 grunt, chuckle, whimper, and gurgle
 begin to coo (repeating the same sounds frequently) in
response to voices
 make vowel-like sounds such as "ooh" and "ah"

Between three and six months, most infants can do the following:

 turn their head toward a speaker

 watch a speaker's mouth movements
 make louder sounds including screeches
 vocalize excitement, pleasure, and displeasure
 cry differently out of pain or hunger
 laugh, squeal, and sigh
 sputter loudly and blow bubbles
 shape their mouths to change sounds
  communicate desires with gestures
 babble for attention
 mimic sounds, inflections, and gestures
 make many new sounds, including "p," "b," and "m," that may
sound almost speech-like.

The sounds and babblings of this stage of language development

are identical in babies throughout the world, even among those
who are profoundly deaf. Thus all babies are born with the
capacity to learn any language. Social interaction determines
which language they eventually learn.

Six to 12 months is a crucial age for receptive language

development. Between six and nine months babies begin to do the
following:

 search for sources of sound

 listen intently to speech and other sounds
 take an active interest in conversation even if it is not
directed at them
 recognize "dada," "mama," "bye-bye"
 consistently respond to their names

Between nine and 12 months babies may begin to do the following:

 Babble both short and long groups of sounds and two-to-

three-syllable repeated sounds (The babble begins to have
characteristic sounds of their native language.)
 use sounds other than crying to get attention
 use "mama" and "dada" for any person
 shout and scream
 repeat sounds
 use most consonant and vowel sounds
Toddlerhood
During the second year of life language development proceeds
at very different rates in different children. By the age of 12
months, most children use "mama/dada" appropriately. They add new
words each month and temporarily lose words. Between 12 and 15
months children begin to do the following:

 recognize names
 laugh appropriately
 use four to six intelligible words, usually those
starting with "b," "c," "d," and "g," although less than
20 percent of their language is comprehensible to
outsiders

At 15 to 18 months of age children usually do the following:

 understand "up," "down," "hot," "off"

 use 10 to 20 intelligible words, mostly nouns

At 18 to 24 months of age toddlers come to understand that there

are words for everything and their language development gains
momentum. About 50 of a child's first words are universal: names
of foods, animals, family members, toys, vehicles, and clothing.
Usually children first learn general nouns, such as "flower"
instead of "dandelion," and they may overgeneralize words, such
as calling all toys "balls." Some children learn words for social
situations, greetings, and expressions of love more readily than
others.

Preschool
Three to four-year-olds usually can do the following:

 understand most of what they hear

  converse have 900 to 1,000-word vocabularies, with verbs
starting to predominate
 usually talk without repeating syllables or words
 use pronouns correctly
 use three to six-word sentences

School age

At age five most children can do the following:

 follow three consecutive commands

 talk constantly
 ask innumerable questions
 use descriptive words and compound and complex sentences

Six-year-olds usually can correct their own grammar and

mispronunciations. Most children double their vocabularies
between six and eight years of age and begin reading at about age
seven. A major leap in reading comprehension occurs at about
nine. Ten-year-olds begin to understand figurative word meanings.
Adolescents generally speak in an adult manner, gaining language
maturity throughout high school.

C. Discuss on the importance of speech, language and

communication.

The word speech when used in relation to children and young

people’s development literally means the act of speaking, verbal
communication, or to express thoughts, feelings, or ideas. Speech
is an important part of learning. When a person learns to speak
correctly at an early age they are more likely to more easily
comprehend reading, writing and less related topics like math and
science. Practicing speech exercises at home and helping a child
extend and build their vocabulary can be extremely beneficial.
Often this gives them the right tools they need to begin school.
Additionally, continuing to work with them throughout their
childhood can help them develop a stronger comprehension of a
wide variety of subjects.

The term language refers to an understood, systematic

arrangement of signs, symbols and gestures used to communicate.
To communicate is to ably convey thoughts, information or
feelings using signals, speech, body language, or by the written
word. Language is a vital part of human connection. Although all
species have their ways of communicating, humans are the only
ones that have mastered cognitive language communication.
Language allows us to share our ideas, thoughts, and feelings
with others. It has the power to build societies, but also tear
them down. Language is what makes us human. It is how people
communicate. By learning a language, it means you have mastered a
complex system of words, structure, and grammar to effectively
communicate with others. To most people, language comes
naturally. We learn how to communicate even before we can talk
and as we grow older, we find ways to manipulate language to
truly convey what we want to say with words and complex
sentences. Of course, not all communication is through language,
but mastering a language certainly helps speed up the process. It
also helps us express our feelings and thoughts — this is unique
to our species because it is a way to express unique ideas and
customs within different cultures and societies. By learning a
foreign language, you can understand ideas and thoughts that may
be different from your own culture. You can learn customs and how
people interact in a given society. Language helps preserve
cultures, but it also allows us to learn about others and spread
ideas quickly. Though much of human communication is non-verbal
(we can demonstrate our thoughts, feelings and ideas by our
gestures, expressions, tones, and emotions) language is important
for personal communication. Whether it’s being able to talk to
your friends, your partner, or your family, having a shared
language is necessary for these types of interactions. The main
function of language is the usefulness of language. It gives us
the ability to communicate thoughts, ideas, and feelings with
others as quickly as possible

Communication is the backbone of our society. It allows us

to form connections, influence decisions, and motivate change.
Without communication skills, the ability to progress in the
working world and in life, itself, would be nearly impossible.
Public speaking is one of the most important and most dreaded
forms of communication. Glossophobia or speech anxiety, is the
most common fear people have across the globe. Throughout primary
school, it is easy to be the student who sits in the back of the
classroom and avoids raising his or her hand to dodge such
situations.  But in the working world, public speaking is a vital
skill to have and to hone. It effects simple, everyday
interactions between coworkers, bosses and employees, marketing
professionals and clients, etc., and it can have an enormous
impact on your career path and your level of success in your
industry. Communication thus helps understand people better
removing misunderstanding and creating clarity of thoughts and
expression. It also educates people. The communication may be
written or oral, formal, informal, and upward, downward,
horizontal, diagonal, interpersonal, intrapersonal,
interdepartmental, intra-organizational. Communication brings
people together, closer to each other. The communication is an
important management function closely associated with all other
managerial functions. It bridges the gap between individuals and
groups through flow of information and understanding between
them. Information is the most vital aspect for communication. It
is the information which is transmitted, studied, analyzed and
interpreted and stored. The manager therefore has to spare time
to collect, analyze and store the information for decision-making
and routine day to day business.

E. Oral Communication and its types:

Communication is a dynamic process as it involves an

interaction between two or more people, the sender and the
receiver. Oral communication is the process of expressing ideas
by word or mouth and includes individuals conversing with each
other, be it direct conversation or telephonic conversation. It
is also the process of verbally transmitting information and
ideas from one individual or group to another. Oral Communication
is influenced by pitch, volume, speed, and clarity of speaking.
Oral Communication means spoken communication or communication
through speech. Oral communication implies communication through
mouth. It includes individuals conversing with each other, be it
direct conversation or telephonic conversation. Speeches,
presentations, discussions are all forms of oral communication.
Oral communication is generally recommended when the
communication matter is of temporary kind or where a direct
interaction is required.
 The main purpose of an oral presentation is to present
subject content in an organized, concise and effective manner to
a live audience. When delivering an oral presentation, certain
challenges require ingenious techniques to engage into an
impromptu interaction with the audience members. Oral
communication can be either formal or non-formal type of oral
communication. Oral communication is the process of verbally
transmitting information and ideas from one individual or group
to another. Oral communication can be either formal or informal.
The types of informal oral communication include:

 Face-to-face conversations

It is the distinction of being able to see the other party or

parties in a conversation. It allows for better exchange of
information since both speaker and listener see and interpret
body language and facial expressions.

 Telephone conversations

Is the distinction of being able to see the other party or

parties in a conversation. It allows for better exchange of
information since both speaker and listener see and interpret
body language and facial expressions.

 Discussions that take place at business meetings

It is an oral communication that is done informally and it can

be done at any place.

More formal types of oral communication include:

 Presentations at business meetings

 It includes discussion during business meeting formally done
at the office.

 Classroom lectures

Is a special form of communication in which voice, gesture,

movement, facial, expression, and eye contact can either
complement.

 Commencement speeches given at a graduation ceremony

It is a speech given to graduating students generally

conferred upon graduation.

With advances in technology, new forms of oral communication

continue to develop. Video phones and video conferences combine
audio and video so that workers in distant locations can both see
and speak with each other. Other modern forms of oral
communication include podcasts (audio clips that you can access
on the Internet) and Voiceover Internet Protocol (VoIP), which
allows callers to communicate over the Internet and avoid
telephone charges. 

F. Advantages and Dis-advantages of Oral

Communication.
Oral communication is most popular and common in personal
communication as well as in business communication. Undoubtedly
it is essential for communication but it has some disadvantages.
There are some advantages and disadvantages of oral communication
when we use such kind of communication for business purposes.
Organizations are using oral communication for their own
interests and advantages. For this reason, oral communication can
serve the purpose of communication is the best way Oral
communication enjoys many merits or advantages. The Advantages of
Oral Communication are the following:

 There is high level of understanding and transparency in

oral communication as it is interpersonal.

 There is no element of rigidity in oral communication. There

is flexibility for allowing changes in the decisions
previously taken.

 The feedback is spontaneous in case of oral communication.

Thus, decisions can be made quickly without any delay.

 Oral communication is not only time saving, but it also

saves upon money and efforts.

 Oral communication is best in case of problem resolution.

The conflicts, disputes and many issues/differences can be
put to an end by talking them over.

 Oral communication is an essential for teamwork and group

energy.

 Oral communication promotes a receptive and encouraging

morale among organizational employees.

 Oral communication can be best used to transfer private and

confidential information/matter.

 Easiness
It is an easy means of communication because it needs little
preparation for transmitting a message. Like written
communication, it does not require any pen, pencil, and other
writing equipment.
 Maintaining secrecy

In oral communication, the speaker and listener can maintain

secrecy because there may not be any additional person
involved. It is the willingness of the speaker and listener to
keep their communication out of reach from others.

 Flexibility

Oral communication enjoys the benefits of flexibility. Any

communication if written cannot be changed quickly and if the
message is already sent then it is out of control of the
sender.

 Effective for illiterate persons

Illiterate people cannot read but they can hear and

understand any information or message. So, this is the most
appropriate means of communication for the illiterate people.

 Personal Contact

Oral communication is more effective, and it develops

personal contact, which is essential and valuable for smooth
working.

 Persuasive
In oral communication, the speaker can win over the other
person to his point of view.
 Immediate Feedback

In Oral communication, immediate feedback or response is

obtained.

 Co-operative spirit
 Oral communication has a human touch as it generates the
friendly and co-operative spirit.

The dis-advantages of oral communication are the following:

 Relying only on oral communication may not be sufficient as

business communication is formal and very organized.

 Oral communication is less authentic than written

communication as they are informal and not as organized as
written communication.

 Oral communication is time-saving as far as daily

interactions are concerned, but in case of meetings, long
speeches consume lot of time and are unproductive at times.

 Oral communications are not easy to maintain and thus they

are unsteady.

 There may be misunderstandings as the information is not

complete and may lack essentials.

 It requires attentiveness and great receptivity on part of

the receivers/audience.

 Oral communication (such as speeches) is not frequently used

as legal records except in investigation work.

 Greater scope for errors

In oral communication, there is a greater chance of

misunderstanding due to the verbal nature of exchange.

 Easily forgotten
 In oral communication, what is conveyed orally, cannot be
remembered for a long time as human memory is short. Hence it
is easily forgotten.

 Not Useful for long Distance

Oral messages are not useful for long distances hence for
long distances messages are sent by fax, telex or e-mail.

 No Record

In oral communication, messages are not preserved and hence

they are not found in the record book. These messages cannot
be retrieved in the future.

 Misunderstanding

Due to the limitations of human memory, oral messages cannot

be kept in mind in full context. Because of inattentiveness in
hearing the oral messages, the communication will be barred.

 Distorted meaning

As oral messages are not filed, their meanings may easily be

distorted. Such distortion may lead to a rumor which will move
faster than wind.

 Lack of accuracy

There is every possibility of an inaccurate message to reach

the destination. It may be because of noise or the receiver
forgets part or whole message.

 Confused Speech
If a receiver of the message has a hearing problem, then the
purpose of oral communication becomes difficult to be
achieved. The partial hearing will obviously produce partial
communication. As a result, there will be confusion among
all parties involved in a communication.

ORAL COMMUNICATION
 Is the process of verbally transmitting information and
ideas from one individual or group to another.
 Implies communication through mouth and includes
individuals conversing with each other, be it direct
conversation or telephonic conversation
 In oral communication, communication is influenced by
pitch, volume, speed, and clarity of speaking. Oral
Communication means spoken communication or
communication through speech.
 Oral Communication takes place in face-to- face
conversations, group discussions, telephone calls and
 other circumstances in which spoken word is used to
express meaning.
 Oral Communication takes place when spoken words are
used to transfer information and understanding form on
person to another.

TYPES OF ORAL COMMUNICATION ACTIVITIES:

 ONE-0NE SPEAKING (STUDENT-STUDENT OR STUDENT- TEACHER

- Can range from moments punctuating a lecture, where
students are asked to discuss or explain some
question or problem with the person next to them, to
formal student conferences with their instructor.

 Small Group or Team-based Oral Work

Smaller scale settings for discussion, deliberation, and

problem solving. Appropriate for both large lectures and smaller
lectures and allows levels of participation not possible in
larger groups.

 Full Class ( Teacher or Student Level)

Typically less agonistic, argument-based, and competitive

than decide and deliberation but still dialogic in character.

 In Class Debates and Deliberation

A structured consideration of some issue from two or more

points of view. It can range from two participants to a lecture
hall.

 Speeches and Presentations

 Classically, the stand-up, medium speech delivered by an
individual from an outline or script. A strong element of
monologue, but dialogue can built from question and answer or
discussion with the audience afterward.

 Oral Examination

Can take place in the instructor’s office in small groups,

or before a whole class. Range from one oral question on an
otherwise written exam to an oral defense of a written answer or
paper to an entirely oral quiz or examination.

Types of Oral Communication:

- INFORMAL ORAL COMMUNICATION

 Face-to-face Conversation
Is the distinction of being able to see the other party or
parties in a conversation. It allows for better exchange of
information since both speaker and listener see and interpret
body language and facial expressions.
 Telephone Conversation
Is the distinction of being able to see the other party or
parties in a conversation. It allows for better exchange of
information since both speaker and listener see and interpret
body language and facial expressions.
  Discussion that take place at Business Meeting
It is an oral communication that is done informally and it
can be done at any place.

FORMAL ORAL COMMUNICATION

 Presentations at Business Meeting
It includes discussion during business meeting formally done
at the office .
 Classroom Lectures
Is a special form of communication in which voice, gesture,
movement, facial, expression, and eye contact can either
complement .
 Commencement Speeches given during graduation ceremony
It is a speech given to graduating students generally
conferred upon graduation.
SUMMARY OF
MY REPORT
 SPEECH AND
THEATER ARTS

SUBMITTED BY:

JOELA S. CASTIL

BSED-ENGLISH2

SUBMITTED TO:

MS. DINA B. GUINITARAN

INSTRUCTOR