Senior High School

Oral Communication
in Context
SECOND QUARTER
MODULE 3:LESSON 14
Principles of Effective Speech

https://www.pmgservices.com/communicating-at-work/

Department of Education ● Republic of the Philippines

Oral Communication in Context
Alternative Delivery Mode
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 royalty.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book 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 – Division of Cagayan de Oro City Schools
Division Superintendent: Cherry Mae L. Limbaco, PhD,CESO V
Development Team of the Module
Writer/s: Maurita M. Donasco, Francis Jay M. Damit,
Catherine P. Estrella, Patricia Ann D. Madaje

Focal Person: Dr. Jerry G. Roble

Division English/Reading Coordinator

Language Evaluators: Dr. Mark John Gabule, Dr. Phoebe S. Taruc

Face Validity Evaluator: Ms. Mary Anthony Sieras

Illustrators and Layout Artists:

Management Team
Chairperson: Cherry Mae L. Limbaco, PhD, CESO V
Schools Division Superintendent
Co-Chairpersons: Alicia E. Anghay, PhD
Assistant Schools Division Superintendent

Lorebina C. Carrasco, OIC-CID Chief

Members Dr. Joel D. Potane, LRMS Manager

Lanie Signo, Librarian II
Gemma Pajayon, PDO II

Printed in the Philippines by

Department of Education – Division of Cagayan de Oro City
Office Address: Fr. William F. Masterson Ave Upper Balulang Cagayan de Oro
Telefax: (08822)855-0048
E-mail Address: [email protected]
 ORAL
COMMUNICATION IN
CONTEXT
QUARTER 2- MODULE 3: LESSON 14
Principles of Effective Speech

For Senior High School

 TABLE OF CONTENTS

What This Module is About .......................................................................................................................... I

What I Need to Know ................................................................................ .................................................. I
How to Learn from this Module.................................................................................................................... II
Icons of this Module .................................................................................................................................... II
What I Know ................................................................................................................................................III

2ND QUARTER:
What I know .................................................................................................................................1-2
What’s new ……………………………………………………………………………………………… 3
Articulation ........................................................................................................................ 3
Modulation…………………………………………………………………………………………… 3-5
Example/Illustration……………………………………………………………………….. 5
Task………………………………………………………………………………………… 5
Evaluation Sheet………………………………………………………………………….. 5
Stage Presence……………………………………………………………………………………… 5
What’s More…………………………………………………………………………………………. 6-7
Facial Expression………………………………………………………………………….. 7
Gestures…………………………………………………………………………………… 7
Movements and Rapport with the Audience…………………………………………… 7
What I have learned………………………………………………………………………………… 7
What I can do ……………………………………………………...……………………………….. 8
Reminders………………………………………………………………………………………….... 9
Rubric…………………………………………………………………………………………………10-11
General Writing Rubric ................................................................................................. 10
Speaking Rubric ........................................................................................................... 11

Summary ......................................................................... ......................................................................... 12

References ................................................................................................................................................ 13
Books..............................................................................................................................13
Online............................................................................................................................. 13
 WHAT THIS MODULE IS ABOUT
It is recognized and irrefutable that good, firm organizational
communication eradicates barriers and helps to resolve problems timeously.
It improves the culture and helps to build stronger workplace relationships
which lead to increased performance and productivity in writing and
speaking. In fact, what you say, how you say it and when you say it is your
culture. The best organizations promote discipline, accountability and
premeditated alignment with clear communication is the highlight in this new
normal.
The best teachers motivate and inspire learners through clear
constructive communication. Leadership and communication are therefore
reciprocal. Therefore, this chapter is paramount in the new normal in
continuing effective communication. With this in mind, it creates a silver lining
both the situation of the teachers and learners in assuring that Learning will
always prevail in spite of the contagion predicament.
Even as we continually do our best to adjust, adopt, adapt and adept
to the ever-changing situation, the heart of communications has not
changed. That is why you are here to practice writing and share what you
wanted to impart from others’ lives.
As communicators, we communicate with our target audience in mind.
Establishing a connection and rapport with them will remain the core of
strong and effective communication strategies. Communication is
particularly essential right now; reminding us that while we are divided, we
are not alone.

The following are the lessons contained in this module:

 Principles of effective speech delivery in different situations.

(EN11/12OC-IIcj-24)

I
 WHAT I NEED TO KNOW
At the end of this module, you should be able to:

1. Explain the functions, nature and process of communication;

EN11/12OC-Ia-2

2. Differentiate the various models of communication; EN11/12OC-Ia-3

3. Use various strategies in order to avoid communication breakdown;

EN11/12OC-Ia-5
4. Examine sample oral communication activities; EN11/12OC-Ibe-10

5. Identify the various types of speech context; EN11/12OC-Ifj-15

6. Distinguish types of speeches and speech style; EN11/12OC-Ifj-17

7. Respond appropriately and effectively to a speech act; EN11/12OC-Ifj-

20

8. Employ various communicative strategies in different situations;

EN11/12OC-IIcj-24

9. Use principles of effective speech writing focusing on: EN11/12OC-IIcj-

26

a. Articulation EN11/12OC-IIcj-26.1
b. Modulation EN11/12OC-IIcj-26.2
c. Stage Presence EN11/12OC-IIcj-26.3
d. Facial Expressions, Gestures and Movements EN11/12OC-IIcj-
26.4
e. Rapport with the audience EN11/12OC-IIcj-26.5

II
 HOW TO LEARN FROM THIS MODULE
To achieve the objectives cited above, you are to do the following:

 Take your time reading the lessons carefully.

 Follow the directions and/or instructions in the activities
and exercises diligently.
 Answer all the given tests and exercises.

ICONS IN THIS MODULE

(Adapted from Media & Information Literacy Module)

III
 WHAT I KNOW
(Pre test)

This module will help you accomplish the learning competencies:

1. Explain the functions, nature and process of communication;
EN11/12OC-Ia-2
2. Differentiate the various models of communication; EN11/12OC-Ia-3

Learning Objectives:
In this lesson, you are expected to:
1. identify and determine the principles of speech writing and delivery;
2. answer the given exercises; and
3. develop a sense of appreciation in giving accurate details.

Multiple Choice. Select the letter of the best answer from among the given
choices.

1. What is a speech artifact in public speaking?

a. When you say “um” or “uh” or when you cannot think of the next thing to say.
b. Stuttering while speaking because you are nervous.
c. When you pause to gather your thoughts.
d. When you raise your voice due to stress.

2. Which of the following is a way to empathize a word within a sentence to create more
meaning in speech?
a. Stressing
b. Timbre
c. Speech Artifacts
d. Intonation
3. How can you use pauses in public speaking?
a. You can use them to create a rhythm in your speech.
b. You can use them instead of using speech artifacts.
c. You can use them to change your tone and speech pattern.
d. You can use them to infer feelings into a speech.
4. A speaker with arched eyebrows conveys to the audience that he or she is _____.
a. happy
b. condescending
c. surprised
d. scared
5. Rhea wants to become more comfortable making speeches in front of large audiences,
especially when it comes to expressing herself through the use of gestures. She tends
to put her hands in her pockets when she is speaking. What is the best position for
Sally to place her hands in during a speech?
a. Crossed over her chest
b. On her hips
c. Folded in front of her
d. At her sides
6. All of the following are informal types of oral communication EXCEPT;
a. telephone conversations
b. face-to-face conversations
c. presentations at business meetings
d. discussions at business meetings
7. An advantage of oral communication is that,
a. it is more personal and less formal than written communication.
b. it is more flexible than written communication.
c. it is very effective to address conflicts and problems.
d. all of the above
8. Oral communication is NOT a good choice when,
a. important information needs to be documented.
b. you want to boost the morale of your workmates.
c. a business matter requires quick resolution.
d. you are going to record a podcast.
9. Which of the following is a kind of Oral Communication?
a. Email
b. Resignation Letter
c. Balance Sheet
d. Phone Call
10. Which term refers to those who listen to a speaker?
a. Audience
b. Address
c. Listeners
d. All of them
WHAT’S IN
Directions: Tick the column that determines how often you
practice what the statements says. Do this as
objectively as possible. Bear in mind that there are
no wrong answers.

Usually Sometimes Seldom Never

1. Oral Communication is suitable
for:
a. recording things
b. confusing workers
c. discussing things
d. delaying the decision-making
process

2. Oral Communication matters

most on:
a. where you say it
b. how you say it
c. when you say it
d. what you say?

3. The effectiveness of oral

communication depends on the
speaker’s ability to use:
a. long sentences
b. foreign words
c. simple language
d. complex words

4. The foremost barrier to oral

communication is:
a. poor listening
b. interestedness
c. humility
d. concentration

5. The limitation of Oral

Communication is that:
a. it is not affected by the
speaker’s feelings or stress or
excitement levels.
b. it is irreversible-what is said
cannot be taken back
c. it is easy to be aware of our
body language.
LESSON
PRINCIPLES OF SPEECH
15 DELIVERY
WHAT’S NEW

ARTICULATION

This refers to the speaker’s skill in pronouncing the words of the

speech since clear diction effectively transmits the message. This also
mean the act of vocal expression, utterance or enunciation. The first
act of speech is breathing, in which you get air into a storage chamber;
second is phonation, the process by which you force air into vibration
by the action of the vocal folds; third, resonation, in which your mouth,
nose and throat cavities amplify the sound so you can hear it; and
finally there is articulation, in which you modify the sound by movement
of the teeth, tongue, and lips into recognizable patterns.

WHAT IS IT

MODULATION

This refers to the speaker’s ability to adjust or manipulate the

resonance and timbre of one’s voice. This also means the fine-tuning
of the pitch or tone of voice that helps the audience clearly hear and
understand the lecture, presentation, and speech delivered by a
speaker.

Example/Illustration:

 Always convey your message with the variation in the pitch and
tempo. Never deliver your speech in a monotone as it will not only
bore but also send your audience to sleep.
 Speak at a rate so that your audience can understand you because
fast delivery betrays a lack of confidence.
 Speak normally at about 125 to 150 words per minute. Check your
speed and try to bring it within this range.
 Pronounce words properly, putting stresses at the right syllables.
 TASK: Watch the video of Patricia Evangelista delivers her
speech, Why We Tell Stories
https://www.youtube.com/watch?v=GczfdbrQNzc.
Evaluate the speaker using the evaluation sheet
provided by the teacher.

EVALUATION SHEET

A. From the video viewed, identify the following:

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?
B. Evaluate the speaker and write YES principles are
observed in the delivery of the speech and NO if not.
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 use the volume of
his/her voice well?
Did the speaker use his/her pitch well?
Did the speaker use pauses well?
Did the speaker pronounce words
correctly?

STAGE PRESENCE

This refers to the speaker’s ability to “own” the stage, filling it with one’s
personality and projecting it to the audience or group of listeners. This
also means the sum total of all the qualities that keep the audience
engaged while delivering a speech.
 Appearance and comfort is our first sphere. You must be dressed
to the occasion.
 Body posture and attitude is the second sphere. Right from the
moment you step on that stage your body language matters. The
way you stand, your speaking posture, use of hand gestures etc.
everything counts and hence must be well noted and taken care of.
 The third sphere is the tone of the speech. You can play with
different styles, as is suitable to the topic of your speech.

The fourth sphere is the use of stage space. It is a smart move on the
part of a speaker to choreograph his speech, that is, he must plan a
speech to be delivered using different parts of the stage.
 What’s More

TASK: List down the barriers of communication between you and

another family member at home. (There are no wrong
answers)

A. Based on what you have learned from this lesson, list down ten
habits for good delivery that a speaker needs to develop.
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
5. ________________________________________________
6. ________________________________________________
7. ________________________________________________
8. ________________________________________________
9. ________________________________________________
10. _______________________________________________

B. Watch the video of Patricia Evangelista delivers her speech, Why

We Tell Stories
https://www.youtube.com/watch?v=GczfdbrQNzc. Evaluate the
speech delivery using the four spheres.

2.2.4 FACIAL EXPRESSIONS, GESTURES AND MOVEMENTS

RAPPORT WITH THE AUDIENCE

A. FACIAL EXPRESSIONS are meaningful visible symbols of

speech. This reflects the speaker’s thinking and emotional attitudes
 Two Principles
a. manifest facial expression naturally by freeing yourself of
inhibition
b. avoid planning or rehearsing facial expressions in advance for
they should be directed by the meaning of the words being
conveyed
B.MOVEMENTS/BODILY ACTIONS are supplements to good
speech with its being transformed into actual replacement for the
audible code. Its uses include: (a) adjusting to the speaking
 situation; (b) securing and maintaining interest and attention; (c)
clarifying meaning and (d) attaining emphasis in speech.
 Common Sins in the Use of Movements
a. Statue / stone - The speaker appears incapable of movement.
b. Pacer - The speaker paces and walks from one side of the
platform to the other and back.
c. Swayer - The speaker rhythmically moves his body from side
to side or forward and backward followed by the shifting of
weight.

WHAT I HAVE LEARNED

TASK: Applying the principles presented in this module, write a speech of

any type according to your choice. Record yourself while delivering
the speech you have personally written.
 WHAT I CAN DO
Directions: Tick the column that determines how often you
practice what the statements says. Do this as
objectively as possible. Bear in mind that there
are no wrong answers. A stands for ALWAYS, O
for OFTEN, S for SOMETIMES, R for RARELY and
N for Never.

Reading in English
Items Content A O S R N
11 Before I start reading, I look at what the text is about.
12 While I read a text, I translate it mentally.
13 I try hard to understand the text word by word.
14 I relate what I know about the topic with what the text is about.
15 I read different kinds of reading material.

Writing in English
Items Content A O S R N
16 I write new sentences based on structures or set phrases that I have memorized.
17 I look up the textbook and use sentences that are similar to the ones there.
18 I only use easy words and structures, which I know for sure that are correct.
19 I reread what I have written before I go on writing.
20 I review what I have written carefully.

Speaking in English
Items Content A O S R N
21 Before speaking, I think what I am going to say in English.
22 I pay attention to intonation.
23 When I talk, I use English words that I have heard in songs or in class.
24 I speak slowly to be better understood.
25 When I speak, I pay attention to the grammar I use.
Make sure that the student can come up with a scoring sheet from the
neighbor-classmate or from an elder member of the family whom
he/she shared his/her story based on the given rubric below.
 SUMMARY

1. Understanding the basics and building of a strong foundation which

focuses on the basic principles of communication will enable students
to position themselves more confidently in various communicative
functions, making them more effective and responsible
communicators.
2. Communication is broadly defined as the imparting and exchanging of
information.
3. There are five functions of communication
a. Control
b. Social Interaction
c. Motivation
d. Emotional Expression
e. Information Dissemination
4. These elements of communication are: Speaker, Message, Encoding,
Channel, Decoding, Receiver, Feedback, Context and Barrier.
5. There are at least four type of speech context: Intrapersonal,
Interpersonal, Public and Mass Communication.
6. The following are the types of speeches:
a. Manuscript Speech
b. Memorized Speech
c. Impromptu Speech
d. Extemporaneous Speech
e. Entertainment Speech
f. Informative Speech
g. Persuasive Speech
7. There are at least seven Communication Strategies that must be used
to start and maintain a conversation. Such as: Nomination, Restriction,
Turn-taking, Topic Control, Topic Shifting, Repair and Termination.
8. The components of speech writing process are the following:
a. Audience Profile
b. Logical Organization
c. Duration
d. Word Choice
e. Grammatical Correctness
9. The principles of Speech Delivery are the following:
a. Articulation
b. Modulation
c. Stage Presence
d. Facial Expressions
e. Gestures and Movements
f. Rapport with the Audience
10. Ultimately, this learning module aims to instill a lasting commitment to
lifelong learning and critical thinking despite the difficult situation brought
forth by the pandemic encouraging students to be more accountable
and responsible of their one’s own learning.
 REFERENCES

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